Human Studies

Program Contact Information

Program Coordinator Room Phone Number
Counselor Education Dr. Stephen Hebard 152 (205) 996-7908
Educational Leadership Dr. Keith Gurley 206 (205) 975-1983
Community Health and Human Services Dr. Retta Evans 204 (205) 996-2701
Kinesiology - Teacher Certification Dr. Sandra Sims 224 (205) 996-2721
Kinesiology - Exercise Physiology Dr. Jane Roy 205 (205) 934-1757
Research Dr. Melanie Shores 246 (205) 975-8487
Foundations Dr. Tondra Loder-Jackson 219 (205) 934-8304

Educational Foundations

The Educational Foundations (EDF) Program examines how educational institutions shape and are shaped by the social and cultural structures within our society. Our mission is to offer a program that examines current teaching contexts and practice, research, and theory with the aim of increasing our professional candidates' knowledge and understanding of the socio-cultural, historical, political, and economic factors, as well as the philosophical underpinnings, that influence education and shape the societies and world in which we live. Within a diverse world, we also believe that professional educators should recognize a profound need to intentionally learn about and incorporate their students' personal experiences, cultures, and community resources into their instruction and programs. It is through our courses that students come to encounter, interrogate, better understand, and embrace the increasingly diverse landscape of our society and P-12 students.

Educational Psychology and Research

At the undergraduate level, The Educational, Psychology and Research Program (EPR) provides courses in psychological foundations and measurement and evaluation that are necessary for all prospective teachers to complete who are pursuing an undergraduate teaching degree. We also house the undergraduate Introduction to Statistics that serves the Community Health and Human Services and Kinesiology programs and concentrations.

At the graduate level, we provide educational psychology courses that meet the program requirements for graduate teacher certification programs as well as courses taken for recertification and electives for other Masters, Educational Specialists, and doctoral programs within and outside of the School of Education. Our program houses the research methods and statistics courses that are requirements for the graduate programs within the School of Education. These courses also attract graduate students from programs outside the School of Education such as Nursing, Public Health, and the School of Health Professions.

CHHS-Comm Hlth & Human Serv Courses

CHHS 502. Mental Health and Stress Management. 3 Hours.

Fundamental concepts of mental illness with emphasis on etiology, symptomology, treatment, and prevention of mental illness. Includes elementary skills, dynamics of stress, and contemporary methods of stress management.

CHHS 508. Drug Abuse Prevention and Education. 3 Hours.

Concept, manifestation, and causes of addiction. Major drug classifications and their effects. Potential of drug education as preventive mechanism.

CHHS 521. Health Communication. 3 Hours.

This course promotes skills appropriate for selected health problems, problem solving, and referrals. It also promotes skills to enhance communication with clients, peers, and community members at large. Health-related theories, communication theories, and marketing strategies are discussed in this course.

CHHS 523. Human Sexuality. 3 Hours.

Biological, sociological, psychological, and moral aspects of human sexuality. Includes biological overview, behavioral variations, research in sexuality, social issues, sexual decision making, sexuality of special.

CHHS 526. Student Health & Wellness Center Peer Education. 3 Hours.

The intent of this course is to provide students will the skills to facilitate group presentations on health related content to their peers. Students will complete the Certified Peer Education Training a comprehensive, interactive, and skills-based training. Students will learn about the programs and services offered at the UAB Student Health and Wellness Center and be able to articulate this to new student users. Students will learn basic alcohol and other drug information in preparation for presentation to their peers.

CHHS 527. SHAPE Peer Education. 3 Hours.

This course is designed to provide students with the knowledge and skills needed to effectively communicate accurate information related to sexual health and decision-making. The concept of total health and the effects of lifestyle and decision-making on the quality of life will be emphasized.

CHHS 531. Planning and Implementing Health Education/Promotion Programs. 3 Hours.

Content and process for planning, implementing, and evaluating programs in health education and health promotion. Sociological, psychological, and epidemiological foundations of health promotion programs. Development of practical skills for school, occupational, clinical, and community settings. A comprehensive program planning assessment will reinforce quantitative literacy in the profession.

CHHS 532. Administration of Health Education/Promotion Programs. 3 Hours.

Administrative theory and practice related to health and fitness programs in various components of programs, materials, and service personnel. Design instrument and methodology.

CHHS 598. Lifespan Dimensions in Women's Health and Nutrition. 3 Hours.

Highlights will include health issues specific to women, chronic diseases, body image and eating disorders, health promotion and disease prevention, pregnancy, childbirth and lactation, weight loss/maintenance, menopause and ageing, fitness management and stress management.

CHHS 601. Current Readings in Health Education. 1-3 Hour.

Review of literature in health education. Development of annotated bibliography pertinent to professional practice.

CHHS 606. Advanced Issues of Disease Prevention in Health Education/Promotion. 3 Hours.

HE 606 is an introductory course designed to teach graduate-level health promotion students, the basic principles, methods, and applications of epidemiology and issues in disease control.
Prerequisites: CHHS 223 [Min Grade: C] or HE 223 [Min Grade: C]

CHHS 610. Foundations of Health Education/Promotion. 3 Hours.

Explores issues related to history, ethics, settings, agencies and organizations, literature, philosophy, theory,and roles and responsibilities relevant to health education and health promotion.

CHHS 621. Health Communications & Health Coaching. 3 Hours.

This course promotes skills appropriate for selected health problems, problem solving, and referrals. It also promotes skills to enhance communication with clients, peers, and community members at large. Health-related theories, communication theories, and marketing strategies are discussed in this course.
Prerequisites: CHHS 610 [Min Grade: C] or HE 610 [Min Grade: C]

CHHS 626. Student Health and Wellness Center Peer Educators. 3 Hours.

The intent of this course is to provide students with the skills to facilitate group presentations on health related content to their peers. Students will complete the Certified Peer Education Training, a comprehensive, interactive, and skills-based training. Students will learn about the programs and services offered at the UAB Student Health and Wellness Center and be able to articulate this to new student users. Students will learn basic alcohol and other drug information in preparation for presentation to their peers.

CHHS 631. Planning and Implementing Health Education/Promotion Programs. 3 Hours.

Content and process planning and implementing programs in health education and health promotion. Sociological, psychological, and epidemiological foundations of health promotion programs. Development of practical skills for school, occupational, clinical, and community settings. A comprehensive program planning assessment will reinforce quantitative literacy in the profession. Quantitative Literacy is a significant component of this course.
Prerequisites: CHHS 610 [Min Grade: C] or HE 610 [Min Grade: C]

CHHS 632. Administration of Health Education/Promotion Programs. 3 Hours.

Administrative theory and practice related to health and fitness programs in various components of programs, materials, and service personnel. Design instrument and methodology.

CHHS 640. Content Issues I. 3 Hours.

The content issues course allows the student to explore a topic, of his/her choice, in depth. The resulting document(s) must be thorough including a detailed, complete review of historical and current literature related to the topic.

CHHS 641. Content Issues II. 3 Hours.

The Content Issues II course allows a student to build upon information gathered in Content Issues I or can be developed as a new project. A general outline is provided below. Identification of the health issue or problem Description of who is being affected (including their risk factors) Discussion of national, state, and local initiatives and interventions aimed at reducing the problem and/or risks.

CHHS 642. Health Behavior and Health Education. 3 Hours.

Students will examine the determinants of successful client-professional interactions. This includes learning about the interaction between clients culture and health-related knowledge, attitudes, and behaviors. Students will critique consumer health information using multiple media. Case studies and web-based exercises assist students to consider health behaviors across settings and population groups.
Prerequisites: CHHS 610 [Min Grade: C] or HE 610 [Min Grade: C] or KIN 637 [Min Grade: C] or PE 637 [Min Grade: C]

CHHS 689. Intervention Strategies for Health Education/Promotion. 3 Hours.

Ethical, theoretical, and practical aspects of health education; teaching techniques, decision-making skills, curricular development, organization skills, and techniques.
Prerequisites: CHHS 610 [Min Grade: C] or HE 610 [Min Grade: C]

CHHS 690. Ethical Problems and Principles in Health Education. 3 Hours.

This course is designed to provide students with opportunities to review and discuss case studies involving ethical decisions.

CHHS 691. Special Topics in Health Education. 3-6 Hours.

HE 691 is offered to advanced students who display a high level of commitment to their studies, willingness to work flexible hours, a desire to become involved in research and training, and the ability to work independently under faculty supervision. At least 4 goals will be accomplished during this semester: 1. To complete a review of professional literature related to educator’s knowledge of, and response to body dysmorphic disorders; 2. To prepare a detailed summary of the Steps to a HealthierUS fitness and nutrition initiative; 3. To offer technical assistance to staff and volunteers of the Steps to a HealthierUS – River Region consistent with the logic model and Year Two Community Action Plan aimed at goal achievement; 4. To prepare an objective typewritten summary of accomplishments completed in this course during the semester.

CHHS 692. Supervised Research in Health Education. 3-6 Hours.

CHHS 692 is offered to advanced students who display a high level of commitment to their studies, willingness to work flexible hours, a desire to become involved in research and training, and the ability to work independently under faculty supervision.
Prerequisites: EPR 608 [Min Grade: C] or EPR 609 [Min Grade: C]

CHHS 693. Advanced Field Experience in Community Health Education. 3-6 Hours.

The internship experience is designed to enhance the student's skills in planning, implementing, and evaluating health promotion interventions.

CHHS 696. Ethical Problems and Principles in Health Education/Promotion. 3 Hours.

This course is designed to provide students with opportunities to review and discuss case studies involving ethical decisions.

CHHS 697. Evaluation of Health Education/Promotion Programs. 3 Hours.

This course provides the graduate health education student with the competencies, knowledge and skills to plan and to implement an evaluation of health promotion-disease prevention for a defined population at risk.

CHHS 699. Thesis Research. 1-3 Hour.

Research and completion of the thesis.
Prerequisites: GAC M

CHHS 730. Special Topics in Health Education. 3-6 Hours.

Special Topics in Health Education.

CHHS 731. Advanced Theoretic/Scientific Basis of Health Education & Health Promotion. 3 Hours.

Examination of theoretical, scientific, historical, and philosophical issues that serve as a basis for health education and health promotion.

CHHS 732. Planning and Administration of Health Education/Promotion Programs. 3 Hours.

Content and process for planning, implementing, and evaluating programs in health education and health promotion. Sociological, psychological, and epidemiological foundations of health promotion programs. Development of practical skills for school, occupational, clinical, and community settings. A comprehensive program planning assessment will reinforce quantitative literacy in the profession.

CHHS 733. Evaluation of Health Education/Promotion Programs. 3 Hours.

This course provides the graduate health education student with the competencies, knowledge and skills to plan and to implement an evaluation of health promotion-disease prevention intervention for a defined population at risk.

CHHS 734. Health Education Seminar I. 1 Hour.

Seminars introduce doctoral students to various topics related to professionalism.

CHHS 735. Health Education Seminar II. 1 Hour.

Seminars introduce doctoral students to various topics related to professionalism.

CHHS 736. Health Education Seminar III. 1 Hour.

Seminars introduce doctoral students to various topics related to professionalism.

CHHS 740. Evaluation of Research Methods in Health Education and Promotion Programs. 3 Hours.

This course provides a comprehensive examination of models for planning health education and health promotion programs. This is a required core course for advanced students enrolled in the joint doctoral degree program in Health Education/Health Promotion offered by the University of Alabama and University of Alabama at Birmingham. Effective program planning and administration is a collaborative, rather than a solitary activity. The format for this course extends beyond lecture with applied learning activities. Students will apply skills of program planning and propose effective implementation and evaluation to a variety of unique settings (school, occupational, clinical and/or community agency).
Prerequisites: CHHS 610 [Min Grade: C]

CHHS 741. Evaluation of Health Education/Promotion Programs. 3 Hours.

This course provides the doctoral health education student with the competencies, knowledge and skills to plan and to implement an evaluation of health promotion-disease prevention intervention for a defined population at risk. Developing competencies through applied evaluation assignments will transfer to thesis and dissertation research projects and future employment. Students will become familiar with Healthy People 2020: The National Health Promotion and Disease Prevention Objectives for the Year 2020, Healthy Alabama 2010, NCHEC Responsibilities and Competencies and current professional literature. Each class session is structured to provide a detailed explanation and examples of appropriate theory, methods and their application to evaluate health promotion and disease prevention programs.

CHHS 742. Health Disparities in Diverse Populations. 3 Hours.

This course is designed to provide students with a fundamental knowledge base on contemporary issues related to health, disparities in health outcomes and social determinants of health. It is intended to provide students with a broader understanding of the structural and psychosocial factors related to health disparities. To do so, the course will focus on theoretical frameworks that draw on an ecological perspective and examine how factors associated with families, peers, schools, neighborhoods, and communities influence health.

CHHS 798. Supervised Research in Health Education/Promotion. 1-6 Hour.

The purpose of this course is for students to engage in meaningful research and writing activities.

CHHS 799. Dissertation Research. 1-12 Hour.

Design and completion of the dissertation.

ECG-Counseling, Human Services Courses

ECG 600. Intro to Community Counseling. 3 Hours.

Individuals entering the counseling profession to work with community agencies and organizations are facing a paradigm shift in the way many traditional counselors think and act. This course addresses the specific needs of students preparing for contemporary counseling careers in community/agency settings including the multi-faceted roles and functions of a professional counselor, the counseling needs of special community populations, and the professional/ethical issues unique to community counseling. This course is open to Non-Degree seeking students.

ECG 612. Professional Orientation. 3 Hours.

This course emphasizes an understanding of professional roles and responsibilities; ethical and legal issues; historical perspectives; preparation standards; credentialing; trends and issues in the counseling profession. Central to this course will be an on-going self-evaluation of the student's attitudes, values, interpersonal skills, and motives for choosing counseling as a potential profession. Threaded throughout the course will be the concept of the counselor as a social change agent and advocate for clients, the community, and the counseling profession. This course is open to Non-Degree seeking students.

ECG 613. Foundations of Substance Abuse. 3 Hours.

The foundations of Substance Abuse course is an introductory overview of relevant theory, research, and practice associated with substance abuse and addictions counseling. The course will be presented as a blend of didactic and practical elements to increase student knowledge of fundamental concepts while providing opportunities to experiment with approaches to working with clients presenting with substance abuse and /or addictions concerns. To that end, the instructor will introduce topics that include pharmacological issues and terminology, models of addiction, theories on etiology, diagnosis and assessment, and evidence based treatment strategies. A practicum element that requires students to practice the introductory concepts of Motivational Interviewing will accompany lectures, group discussion, case studies, and demonstrations over the course of the semester. This course is open to Non-Degree seeking students.

ECG 619. Special Issues for School Counselors. 3 Hours.

This course will expose the school counselor-in-training to a variety of critical incidents. These incidents (situations) will cover a variety of experiences which will be presented in a seminar environment and will require the student counselor's expertise and proper response. Authorities from the various school systems, law enforcement agencies, counseling/ mental health agencies, and child protective agencies will provide knowledge and insight from their perspectives.

ECG 620. Foundations of School Counseling. 3 Hours.

Social, psychological, economic, and philosophic trends leading to development of guidance programs in American schools. Organization and administration of guidance services. This course is open to Non-Degree seeking students.

ECG 621. Theories of Individual Counseling. 3 Hours.

Students will be provided an introduction to counseling theories. Students will explore beliefs about different approaches and methods of counseling including, educational, vocational, systemic, and personal counseling.

ECG 622. Group/Classroom Guidance in Schools. 3 Hours.

The process and practice of group and classroom guidance and counseling with children (K-12) will be explored.

ECG 623. Comprehensive Counseling and Guidance: M/H School. 3 Hours.

Principles and practices of comprehensive counseling and guidance in the middle/high school related to curriculum, guidance services, and the guidance program.

ECG 624. Assessment. 3 Hours.

The purpose of this course is to provide an introductory overview of assessment methods, instrumentation, and basic principles of measurement. Discussion topics will review techniques for assessing intellectual ability, aptitude/ achievement, psychopathology, emotion, and personality. Additional topics will include clinical assessment, communicating results,multicultural considerations, and ethical/ legal issues. This course will orient students to common instruments used in educational and clinical settings, common selection procedures, measurement methods, administration, scoring, and interpretation.
Prerequisites: EPR 590 [Min Grade: C]

ECG 626. Group Counseling: Process and Procedures. 3 Hours.

This course provides an introduction to many of the important challenges facing group leaders and group members in contemporary society. Ethical guidelines particular to group work will be discussed. Students will be exposed to how common counseling theories can be applied in group settings. Students will gain an understanding of group developmental stages and processes, and how these dynamics influence group growth and productivity. Leader skill development will be emphasized. Approximately 20 hours of class time is spent in a laboratory experience wherein each student is provided the opportunity to function in a group.

ECG 627. Comprehensive Counseling and Guidance: Elementary School. 3 Hours.

Principles and practices of comprehensive counseling and guidance in Elementary School related to curriculum, guidance services, and the guidance program.

ECG 628. Social and Cultural Diversity. 3 Hours.

This course is designed to expose students to various cultures, and the methods, values, and beliefs that organize family life and human development. Using the oppression model, students will examine how the intersections of race, class, culture, gender, ethnicity and sexuality shape and affect the lives of individuals and families and the therapeutic process itself. Intervention practices, social advocacy models, and resistance strategies will be reviewed.

ECG 629. Counseling Families in a Multicultural Society. 3 Hours.

The intent is to facilitate an understanding of family dynamics and cultural sensitivity. Counseling Families in a Multicultural Society provides opportunities for students to explore, understand, and appreciate families from culturally diverse backgrounds. Contents includesfamily and multicultural theories/concepts related to structure, dynamics, growth and development, assessment, possible counseling interventions, and research related to health promotion, maintenance, and restoration of diverse cultural groups.

ECG 630. Career Development: Vocational and Life Planning. 3 Hours.

This course will introduce students to the concepts of career development. The course will present the philosophical and historical foundations of career counseling. Students will learn how to apply career counseling theory to practice. Instruction will include career counseling technique, career assessment, career exploration, job market strategies, examination of workplace issues, and lifestyle and wellness concepts.

ECG 631. Suicide Prevention. 3 Hours.

The course will address the epidemiology of suicide, demographic and incidence information about at-risk groups, risk factors, protective factors, warning signs, assessment of emergency risk and chronic risk, intervention strategies, nomenclature, national strategy planning, prevention advocacy, and attention to the bereaved and complicated mourning and subsequent postvention. Students will be engaged in case studies and assessment exercises, research and review into the literature, hear from guest speakers including advocates and survivors, journal writing and reflection, exams, and presentations. This course is open to Non-Degree seeking students.

ECG 637. Adlerian Family Counseling. 3 Hours.

ECG 638. Practicum I: Clinical Skills and Techniques. 3 Hours.

The Counseling Techniques course is a forum for the instructor to introduce candidates to the practical skills necessary for development as a counseling professional. Through classwork lecture, discussion and demonstration will be used in the instruction of course material, an emphasis on experimental education will be implemented to encourage growth in candidates' use of counseling skills. Opportunities to integrate counseling skills with counseling and multicultural theory will be afforded throughout the coursework.
Prerequisites: ECG 621 [Min Grade: C]

ECG 650. Diagnosis and Treatment of Psychological Disorders. 3 Hours.

This course will introduce students to the diagnosis, treatment, and conceptualization of mental disorders. First, students will learn about diagnostic classification, models for conceptualizing and treatment planning. Finally, students will receive a broad introduction into psychopharmacological interventions associated with the treatment of mental disorders.
Prerequisites: ECG 621 [Min Grade: C] and ECG 624 [Min Grade: C] and ECG 626 [Min Grade: C] and ECG 614 [Min Grade: C]

ECG 652. Advanced Counseling Techniques. 3 Hours.

This course will involve the study of theoretical approaches to counseling which have been demonstrated to be culturally-relevant and conceptually inclusive of multiple theories and techniques: Advanced Cognitive Behavioral Therapy techniques will be emphasized (other techniques will also be explored). Selected readings, academic discussion and clinical application will be stressed. Critical thinking and active participation are essential. Students will focus on the application of theoretical information towards a goal of case conceptualizations as a precursor to effective treatment planning.
Prerequisites: ECG 621 [Min Grade: C] and ECG 638 [Min Grade: C]

ECG 653. Counseling Children and Adolescents. 3 Hours.

This course will review current evidenced based treatment interventions for children and families. Candidates will learn play therapy techniques, art therapy techniques, and behavioral interventions including how to create behavioral contracts, and methods for writing informative treatment plans. Candidates will also learn specific strategies for engaging parents and siblings in treatment, and will learn specific structural and narrative based theoretical approaches to family therapy.

ECG 660. Relationships and Human Sexuality. 3 Hours.

Introduction to the theory of human sexuality and considerations of couples therapy will be presented, followed by a discussion of systematic goal setting, treatment planning, and assessment, and an investigation of issues of dysfunctional sexual functioning, sexual disorders, and its effect on couple and family systems. Focus will be given to specific issues to take into account in the practice of systematic couples therapy, including cultural diversity, age, disability and illness, diverse sexual behavior, sexual trauma, and rape. Appropriate assessment and intervention methods, as well as techniques utilizing a contextual and systemic approach will be studied and practiced.

ECG 661. Play Therapy I. 3 Hours.

This course will introduce students to the philosophical underpinnings and theoretical approaches of play therapy with children. During this course, students will learn to appropriately conceptualize mental health in childhood, develop treatment plans, and apply play theory techniques for the treatment of children. Group counseling and incorporating families into play therapy will also be considered.

ECG 662. Play Therapy II. 3 Hours.

Counseling children. Advanced counseling theories and advanced techniques appropriate to working with children are explored. Play therapy is emphasized.

ECG 663. Adventure-Based Counseling. 3 Hours.

Improvement of self-concept and social life skills through physical, spiritual, emotional, and mental development in creative activity outdoors. Natural environment used as a learning laboratory for leadership, teamwork, problem solving, decision-making, conflict resolution, and physical fitness.

ECG 664. Challenge Course Fund II. 3 Hours.

This course introduces students to the background, philosophy, ethical issues, and risk management required to high ropes facilitation. Introduces students to a variety of high challenge course initiatives used for learning and problem solving, trust team building, and self-confidence and communication skills. How to present high challenge courses initiatives to diverse groups will be emphasized. Specific attention will be given to addressing learners of different ages and varying abilities. Additionally, an overview will be given of how counseling and ropes courses experiences can be integrated.

ECG 665. Adventure Processing and Facilitation. 3 Hours.

This course provides the skills necessary for facilitating a variety of client groups educational, recreational, corporate, and therapeutic indoor experience programs. The curriculum includes the Experiential Learning Cycle, stages of group development, leading group discussion, active listening, front loading, de-briefing, use of metaphors and transfer of learning. Activities are used to facilitate leadership, teamwork, problem solving, decision-making and conflict resolution. This knowledge will enhance students' ability to adapt their program to various groups. How to facilitate and lead group discussion with diverse groups will be emphasized.

ECG 666. Organization and Administration of Adventure Education. 3 Hours.

Students will synthesis their experience in adventure leadership, instruction and programming to explore the details of managing an adventure program. Topics include risk management for the administrator, operations and file management, legal issues, accreditation standards, staff recruitment, hiring and training, marketing and fiscal management. Special attention will be given to managing a universally designed challenge course.

ECG 680. The Intersections of Family and Community Systems. 3 Hours.

This course will examine the interactions and issues that arise between the family system and prominent community and social systems, with a focus on the education system and schools, the medical system and wellness, and mental health. Contemporary issues affecting families in the context of these systems will also be examined. These interactions and issues will be examined through a systemic lens with an emphasis on family strengths and resilience.
Prerequisites: ECG 691 [Min Grade: D]

ECG 685. Marriage and Couples Counseling. 3 Hours.

This course is designed to introduce students to principles of effective couples therapy while preparing them to critically assess couple relationships. This course will be taught from a systems perspective and will include an overview of models and techniques drawn from evidence based research. This course is designed to blend theory and application. Students in this course will participate in didactic and experiential learning and will participate in simulations and case presentations to further understand clinical aspects of couples therapy.
Prerequisites: ECG 691 [Min Grade: C]

ECG 689. Advanced Family Counseling Techniques. 3 Hours.

This course will serve as an in-depth exploration of limited theories of family therapy, including Emotionally Focused Couples Therapy and Cognitive Behavioral Family Therapy, their more recent expressions within the professional literature, and how to consider them against the standards of evidenced based practice. Conceptual understanding and acquisition of specific treatment skills through direct clinical experiences and reflection/advisory teams will be emphasized. This course is designed to allow students to gain a greater understanding of how these key theoretical approaches and techniques, and advanced systemic concepts, can be applied in marriage and family therapy practice.
Prerequisites: ECG 685 [Min Grade: C] and ECG 691 [Min Grade: C]

ECG 691. Introduction to Couples and Family Counseling. 3 Hours.

The purpose of this course is to provide an introduction to family, systems, and relational therapies. An overview of theoretical concepts and intervention strategies associated with traditional and systemic theories of marriage and family therapy will be provided. This course also provides an examination of how family therapy has been shaped through cybernetics and systems theory.

ECG 692. Independent Readings in Counselor Education. 1-3 Hour.

ECG 695. Practicum II: Supervised Field Experience. 3 Hours.

This clinical course is designed to give students the opportunity to demonstrate basic counseling skills with students/clients at a school or agency and to begin to move toward proficiency. Knowledge and skills developed in previous course work will be applied in the clinical setting. The counselor-in-training is involved in serious counseling interactions with clients. Student counselors recieve feedback and supervision from on-site supervisors, group seminar supervisors, and UAB faculty members. Counselors in-training are assigned to a school, or agency setting for a minimum of 100 clock hours, 40 of the hours must be in direct service with clients. Prerequisites: Completion of Area I Courses, Completion of required personal counseling sessions, a grade of "Pass" on the comprehensive exam, and satisfactory dis-positional evaluations/successful resolution of a dis-positional letter.

ECG 697. Counseling Internship. 3 Hours.

The internship provides an opportunity for the student to perform, under supervision, a variety of activities that a regularly employed counselor would be expected to perform in the clinical setting. A regularly employed staff member is defined as a person occupying the professional counseling and clinician's role to which the student is aspiring (school or clinical mental health). The intern is involved in counseling interactions with clients. Interns receive feedback from their on-site supervisor, group supervisors, and UAB faculty members. Interns are assigned to a school, agency, or rehabilitation setting. Each semester of internship, students are required to have at least 300 total hours at their site,120 of which must be in direct service with clients, for a total over two semesters of 600 clock hours, and 240 in direct service with clients.
Prerequisites: ECG 695 [Min Grade: P]

EDF-Foundations of Education Courses

EDF 600. Urban Education. 3 Hours.

An examination of the historical, social, political, and economic factors that shape urban education in America.

EDF 601. The History of American Curricular Thought. 3 Hours.

An examination of American educational history using primary source documents to provide insight into the evolution of curriculum, policy, and educational practice.

EDF 602. Critical Social Issues in American Education. 3 Hours.

An examination of contemporary social issues facing American schools, from politics and policy, school structure, and curriculum to pedagogical practice. The relationship of the school to society is also addressed.

EDF 603. Philosophy and Education. 3 Hours.

An examination of various philosophical schools of thought, their application to the field of education, and their relevence to teaching, learning, and life.

EDF 604. Social Philosophies and Education. 3 Hours.

An examination of various schools of social and political philosophy and theories pursuant to contemporary educational problems. Topics may include class structure, the cultural context of schooling, identity politics, ecological issues, physical and mental health issues, and the history of social theory related to educational policy and practice.

EDF 605. Educational Foundations and Metropolitan Life. 3 Hours.

The UAB School of Education maintains that specific knowledge, understandings, attitudes, and skills are necessary for a teacher to be effective in the urban setting. This knowledge extends beyond the classroom and embraces the total community and its families. Thus, effective urban teachers must understand the child, the family, and the community. The UAB School of Education further maintains that the successful teacher: must develop ways to cut across home and school; does not separate academic from social, moral, and emotional development; and ideally incorporates all of the resources of the school (including parents) into a common blending of care and education.

EDF 606. Social Movements in Education. 3 Hours.

An examination of how the Progressive education movement, along with other major social movements in recent history have shaped American education. The history of the Civil Rights Movement in Birmingham and its impact on schools, communities, and the lives of educators and students are of special interest.

EDF 608. Theories of Knowledge. 3 Hours.

An examination of the various philosophical and cultural conceptions of knowledge, and how these inform and impact research, educational practice, andlived experience.

EDF 616. Comparative Education. 3 Hours.

An examination of the cultural forces influencing the structure and function of education in selected countries.

EDF 620. Culture and American Education:Race Class and Gender. 3 Hours.

An examination of the interlocking influences and socially constructed meanings and understandings of culture, race, ethnicity, class and gender in American education.

EDF 624. Ethics and Education. 3 Hours.

The focus of this course is twofold: first, it covers some of the foundational materials in the philosophy of ethics and their application to the fie ld of education; second, it looks at the present moral context of schools and the problems and potentials of morally directed education.

EDF 691. Special Problems in The Foundations of Education. 3 Hours.

EDF 697. Individual Readings in Foundations of Education. 1-3 Hour.

EDF 698. Individual Research in Foundations of Education. 1-3 Hour.

EDF 700. Urban Education. 3 Hours.

An examination of the historical, social, political, and economic factors that shape urban education in America.

EDF 701. The History of American Curricular Thought. 3 Hours.

An examination of American educational history using primary source documents to provide insight into the evolution of curriculum, policy, and educational practice.

EDF 702. Critical Social Issues in American Education. 3 Hours.

An examination of contemporary social issues facing American schools, from politics and policy, school structure, and curriculum to pedagogical practice. The relationship of the school to society is also addressed.

EDF 703. Selected Topics In Educational Philosophy. 3 Hours.

An examination of various philosophical schools of thought, their application to the field of education, and their relevance to teaching, learning, and life.

EDF 706. Social Movements in Education. 3 Hours.

An examination of how the Progressive education movement, along with other major social movements in recent history have shaped American education. The history of the Civil Rights Movement in Birmingham and its impact on schools, communities and the lives of educators and students are of special interest.

EDF 708. Ethical Dilemmas in Educational Administration. 3 Hours.

Ethical Dilemnas in Educational Administration.

EDF 711. Theories of Knowledge. 3 Hours.

An examination of the various philosophical and cultural conceptions of knowledge, and how these inform and impact research, educational practice, andlived experience.

EDF 713. History of Educational Philosophy. 3 Hours.

A historically sequenced survey of educational philosophy from the ancient Greeks, 18th century enlightenment thought, American pragmatism, and existentialism to postmodernism.

EDF 716. Comparative Education. 3 Hours.

EDF 720. Cult and Amer Educ: Race Class and Gender. 3 Hours.

An examination of the interlocking influences and socially constructed meanings and understandings of culture, race, ethnicity, class, and gender in American education.

EDF 724. Ethics and Education. 3 Hours.

The focus of this course is twofold: first, it covers some of the foundational materials in the philosophy of ethics and their application to the field of education; second, it looks at the present moral context of schools and the problems and potentials of morally directed education.

EDF 750. Special Problems in the Foundations of Education. 3-9 Hours.

A topical seminar on special problems and issues in educational foundations. Can be taken for 3, 6, or 9 credit hours.

EDF 755. Educational Studies in Diverse Populations: Theory of Inquiry. 3 Hours.

This course looks at contemporary issues concerning diversity and institutions of education, and examines the various epistemological lenses and theoretical perspectives that can be used to conduct research about culture and human differences as related to educational policy and practice.

EDF 765. Metropolitan Education Studies Proseminar. 3 Hours.

This required seminar introduces doctoral candidates in the Educational Studies in Diverse Populations program to the multidimensional, interdependent, dynamic, and very often, contentious relationships among urban school districts, the central cities in which they are nested, and their surrounding suburban and exurban school districts and municipalities. The seminar emphasizes the historical, political, social, and cultural contexts of urban and metropolitan education. Some of the overarching questions explored are: What is the relationship between education and an equitable society? What are the purposes of public education? What are the requirements for an educational system that could offer equal opportunity? The seminar emphasizes intensive reading, analysis, synthesis, and discussion of critically-reviewed texts in the fields of urban education and metropolitan studies. The seminar highlights the historical and contemporary experiences of students and families in the majority population of Birmingham’s urban school districts as well as the emerging minority population in suburban and exurban districts (i.e., predominantly African American, Hispanic/Latino/a, and immigrant populations).

EDF 796. Dissertation Seminar. 3 Hours.

This course provides for supervised research experience under the direction of a graduate faculty member within the School of Education. The topic for an EDF 796 course must relate to the concentration area of Metropolitan Education Studies within the Educational Studies in Diverse Populations (ESDP) doctoral program. This course is only available to students who have been admitted to the ESDP doctoral program. Prerequisite/co-requisite completion of research sequence and prerequisite courses.
Prerequisites: EPR 609 [Min Grade: C](Can be taken Concurrently) and EPR 710 [Min Grade: C](Can be taken Concurrently) or EPR 792 [Min Grade: C](Can be taken Concurrently) and EPR 596 [Min Grade: C](Can be taken Concurrently) and EPR 696 [Min Grade: C](Can be taken Concurrently)

EDF 797. Independent Studies. 3 Hours.

Independent readings under the direction and supervision of EDF faculty. Doctoral status and the permission of the instructor are required.

EDF 798. Individual Research in the Foundations. 3 Hours.

EDF 799. Dissertation Research. 1-12 Hour.

Doctoral research in the Metropolitan Education Studies concentration of the Educational Studies in Diverse Populations doctoral program.
Prerequisites: GAC Z

EDL-Educational Leadership Courses

EDL 601. Foundations of Instr. Ldrshp. 3 Hours.

The purpose of the course is to provide a strong foundation in strengthening knowledge and skills in instructional leadership. The student will be prepared to become an instructional leader who engages the school community in developing a shared vision; will plan effectively; will use critical thinking and problem-solving; will collect, analyze and interpret data; allocate resources and evaluate results for the purpose of continuous school improvement. Requires admission to the EDL Masters Program.

EDL 602. Fld Exp: Found of Inst Ldrshp. 1 Hour.

Through observing, participating, and leading field based experiences assigned in EDL 601, Foundations of Instructional Leadership students will gain practical knowledge and skills needed to be effective school leaders.

EDL 603. Data Driven Decision Making. 3 Hours.

This course prepares the future school leader to effectively use and interpret data in all form to lead and monitor continuous school improvement. Students will become conversant with technologies that enhance classroom instruction. The students will lead in a school improvement project and conduct a needs assessment for technology planning. Requires admission to the Master's Program in Instructional Leadership.

EDL 604. Fld. Exp. in Data Driven Dec.. 1 Hour.

Through observing, participating, and leading field based experiences assigned in EDL 603, Data Driven Decision Making for School Improvement, students will gain practical knowledge and skills in using data and techniques to enhance the leadership of a school.

EDL 605. Residency in Inst. Ledrshp. 6 Hours.

The purpose of the Residency in Instructional Leadership is to give the future leader authentic experiences in a continuum of observing, participating, and leading in K-12 schools without the distraction of teaching responsibilities or other coursework requirements. Class to be conducted in 10 consecutive days in local school/schools.

EDL 606. Supervision/ Ment. Inst. Staff. 3 Hours.

The purpose of this course is to prepare the future school leader to utilize knowledge of human resources to accomplish school and system goals. This involves developing the ability to design and implement effective professional development and facilitate teaching that will impact student achievement. A final unit will assist the future leader in seeking mentoring opportunities for him or herself.

EDL 607. Fld Exp. in Super / Mentoring. 1 Hour.

Through observing, participating and leading field based experiences assigned in EDL 606, Supervision and Mentoring of Instructional Staff, students will gain practical knowledge and skills in implementing staff development, supervisory staff and creating mentoring opportunities for new teachers and oneself.

EDL 608. Org. & Financial Mgt. 3 Hours.

This course is designed to prepare instructional leaders to develop the knowledge and skills to apply financial procedures for public schools in Alabama. An emphasis on strategies to utilize student data as the impetus for allocating financial resources will be part of the curriculum. In addition, students will explore guidelines for creating safe school facilities.

EDL 609. Fld. Exp. in Org & Finc Mgmt. 1 Hour.

Through observing, participating, and leading field-based experiences assigned in EDL 608, students will gain practical knowledge and skills in applying financial procedures, allocating resources and creating safe K-12 schools.

EDL 610. Legal & Ethical Foundations. 3 Hours.

The purpose of this course is twofold: (1) Candidates will give a fundamental knowledge of ethical principles based on the Alabama Educator Code of Ethics and guidelines of the State Ethics Commission and (2) Candidates will gain a working knowledge of legal principles established by local, state, and federal legislatures and judicial requirements.

EDL 611. Fld. Exp. in Legal/Eth Found. 1 Hour.

Through observing, participating and leading field based experiences assigned in EDL 610 Legal and Ethical Foundations of School Leadership, students will gain a working knowledge of legal and ethical principles necessary to employ in K12 school leadership.

EDL 612. Best Prac. Inst. Ldrship. 3 Hours.

The purpose of this course is to prepare instructional leaders who can create positive learning environments for all students. Special emphasis will be placed on using data to assess and improve student achievement. Students will explore the needs of diverse populations and the legal mandates for providing services to diverse student populations.

EDL 613. Supervision and Curriculum Development. 1 Hour.

Through observing, participating leading field based experiences assigned in EDL 612, Best Practices for Instructional Leadership for Diverse Populations, students will gain practical experience needed to meet the instructional needs of diverse populations.

EDL 614. Planning for Change. 3 Hours.

This course explores the process and school leader's role in effecting organizational change. Course readings and discussions will help to develop student knowledge and skill bases in effecting change at the indiviaual, organization, and systems levels and will examine key issues in planning for and effecting change amoung stakeholders groups throughout the school community.

EDL 615. Non-Thesis in Educational Leadership. 3 Hours.

This course will prepare students for the degree of Master of Education in the preparation of a master's level thesis. The processed of reviewing relevant literature and designing a research study will be examined. The course will culminate in the students' development of a proposal.

EDL 617. Politics of Education. 3 Hours.

Politics of Education. Education leaders learning to take action within thecomplex maze of political relations within schools, between schools and their communities, and within levels of government. Prerequisite: Admissionto Master s level program in EDL or approval by instructor. 3 hours.

EDL 618. Ethics and Leadership. 3 Hours.

Ethics and Leadership. An examination of ethical issues and dimensions of ethical decision making. Prerequisite: Admission to Master s level program in EDL or approval by instructor. 3 hours.

EDL 619. School-Based Problem Solving. 3 Hours.

School-Based Problem Solving. An analysis and application of techniques for school-based problem solving.

EDL 620. Public School Organization and Administration. 3 Hours.

EDL 621. The School Principalship. 3 Hours.

EDL 622. Clinical Supervision:Administrators and Supervisors. 3 Hours.

Clinical Supervision:Administrators and Supervisors.

EDL 623. School Finance. 3 Hours.

In this course students will learn about the process of developing and monitoring a school budget, Various approaches to budget development will be examined , including line-item, zero-based, and program-based budgeting. The course will also explore multiple sources of revenue for schools, and the processes and guidelines for budget allocation, procurement, and expenditure.

EDL 625. Education Management. 3 Hours.

Education Management. An overview of education management techniques for the improvement of the education enterprise and student learning. Prerequisite: Admission to Master s level program in EDL or approval by instructor. 3 hours.

EDL 626. Advanced Clinical Supervision:Admin and Supervisors. 3 Hours.

This course will explore the role of school principals, assistant principals, and other instructional supervisory personnel in working with instructional staff to improve instruction to affect increased levels of learning for all students.

EDL 630. School and Community. 3 Hours.

EDL 631. Education and the Political Environment. 3 Hours.

EDL 635. Survey of School Law. 3 Hours.

EDL 637. Legal Liability and the Educator. 3 Hours.

EDL 640. Introduction to Community Education. 3 Hours.

EDL 641. Community Education for School Administrators. 3 Hours.

EDL 642. Operation and Admin: Community Education Program. 3 Hours.

EDL 643. Community Resources Workshop. 3 Hours.

EDL 644. Instructional Supervision. 3 Hours.

This course will explore the role of the school principal and other key school leaders in the process of guiding instructional staff toward improvement and excellence in instruction. Key instructional processes will be examined, including planning, pre-observaton conferencing, observation of instruction, observational strategies and techniques, post-observation conferencing, and planning for professional improvement.

EDL 660. Administrative Leadership I. 3 Hours.

EDL 661. Simulation in Educational Leadership. 3 Hours.

This is a course designed to provide practice for prospective school administrators in observing teachers in the classroom. Emphasis is placed on developing the skill base of school leaders in observing, note-taking, and providing meaningful feedback to classroom teachers regarding the delivery of instruction and student response. Skills are also developed in assisting teachers in writing their own professional development plans based upon classroom observation.

EDL 665. Supervision of Instruction in Elementary Schools. 3 Hours.

This course focuses on the process of classroom observation and feedback for prospective school administrators planning for a career in elementary school leadership. Emphasis is placed on the development and use of observational strategies and techniques across content areas and on the development of instructional skills for teachers.

EDL 666. Supervision of Secondary Instruction. 3 Hours.

This course focuses on the process of classroom observation and feedback for prospective school administrators planning for a career in secondary school leadership. Emphasis is placed on the development and use of observational strategies and techniques across content areas and on the development of instructional skills for teachers.

EDL 670. Theories in Educational Leadership. 3 Hours.

In this course leading theories pertaining to the process of learning, instruction, and leadership will be explored. The course involves readings of several key theorists in leadership, dicussion of those theories, and emphasizes the practical application of those theories to the everyday professional work of school administrators,.

EDL 671. Practicum in Elementary Instructional Supervision. 3 Hours.

In this course, pre-service elementary school administrators will be required to observe classroom teachers in the act of delivering instruction. Emphasis is placed on developing specific observational skills and techniques in observing classroom instruction, note-taking, and the provision of timely and meaningful feedback for elementary classroom teachers in order to improve their instructional skills and to affect increased levels of learning for all students.

EDL 672. Practicum in Secondary Instructional Supervision. 3 Hours.

In this course, pre-service secondary school administrators will be required to observe classroom teachers in the act of delivering instruction. Emphasis is placed on developing specific observational skills and techniques in observing classroom instruction, note-taking, and the provision of timely and meaningful feedback for secondary classroom teachers in order to improve their instructional skills and to affect increased levels of learning for all students.

EDL 675. Administration and Supervision of Student Teaching. 3 Hours.

In this course, pre-service school administrators will explore best practices in coaching and mentoring student teachers. Key issues of concern to the effective development of pre-service teachers will be addressed, including processed of planning for instruction, classroon management, conferencing with parents, building a familiarity with curriculm and instructional delivery, and planning for a professional interview.

EDL 685. Workshop in Administration and/or Supervision. 1-3 Hour.

EDL 690. Internship in Educational Leadership. 1-6 Hour.

This course provides practical, hands-on experience for pre-service school administrators wherein they shadow practicing school administrators to observe the many demands and functions of the role. Students work directly in a school setting with a selected school administrator, and assume leadership in several leadership projects as collaboratively identified by the school administrator and student.

EDL 691. Practicum in Educational Leadership. 3 Hours.

Practicum in Educational Leasdership.

EDL 692. Individual Readings in Educational Leadership. 3 Hours.

EDL 694. Seminar in Educational Leadership. 1-3 Hour.

EDL 695. Community Education Seminar. 1-3 Hour.

EDL 696. Practicum in Community Education. 3-6 Hours.

EDL 698. MR Lev Non-Thesis Res. 3 Hours.

EDL 699. Thesis Research. 1-6 Hour.

Advanced Research in Educational Leadership.
Prerequisites: GAC M

EDL 701. Organizational Leadership and Decision Making I. 3 Hours.

This course provides an introduction for school leaders in the process of faculitating shared decision-making. Basic concepts of organizational theory are explored with an examination of how these theories migth be applied to practice in order to build school leaders' effectiveness in involving all stakeholder groups in making important school-based decisions.

EDL 702. Organizational Leadership and Decision Making II. 3 Hours.

This course provides an in-depth examination for school leaders in the process of facilitating shared decision-making. Selected organizational theories are explored more deeply with an examination of how these theories might be applied to practice to build school leaders' effectiveness in involving all stakeholder groups in making important school-based decisions. School leaders will develop expertise in the knowledge and application of a selected organizational theory as applied to decision-making.

EDL 703. Theory and Practices of Supervision Leadership. 3 Hours.

Specific leadership and supervisory or management theories will be explored with an emphasis on how these theories can help to guide and enhance school leaders' practice. An array of theories will be introduced, and students will select one or two theories to study more deeply. Students will be required to examine their own professional practice in terms of the selected theories and explore how the theoretical famework helped them understand their practice more deeply.

EDL 704. Educational Law and Policy Development. 3 Hours.

In this course, students will take an indepth look at influential court decisions and legislation that affects the operation of schools and school districts in modern society. Futhermore, the processes, responsibilities and multiple roles in the development of school and school district policy will also be explored.

EDL 705. The Management of Educational Programs and Services. 3 Hours.

In this course, the process and responsibilities of operational leadership and management will be explored. Oversight resource allocation, facilities functions, transportation, food service, school-wide discipline and school safety are among several key topics to be examined.

EDL 706. Current Issues in Community Education. 3 Hours.

EDL 707. International Aspects of Community Education. 3 Hours.

EDL 708. Administration Leadership II. 3 Hours.

EDL 709. Theories of Educational Leadership. 3 Hours.

EDL 710. Mentoring for Educational Leadership. 3 Hours.

In this course, students will develop their knowledge base and skill sets in mentoring instructional staff in the development of their own practice as classroom instructors. Concepts of mentoring as a key process in professional development of teachers will be examined. Specific mentoring skills and strategies will be emphasized. Studetns will be required to examine current mentoring program goals and processes as well as practice their own skills in mentoring.

EDL 711. Collaborative Problem Solving. 3 Hours.

This course is designed to introduce candidates to the analysis and application of strategies for school-based problem solving. Course content will include: an introduction to the basics tenets of change in schools, learning to use quality tools (TQM), shared decision-making/ group processes/ effective teaming/mentoring & cognitive coaching in professional development, using data to make decisions, and practical applications of problem-solving in schools.

EDL 711L. Collab Probl Solv: Fld Exper. 1 Hour.

The field experience consists of investigating the processes of collaboration and change that are currently implemented in the candidate's own school district.

EDL 711R. School-Based Problem Research. 1 Hour.

The action research consists of identification of a project, usually within the candidate's own school district, that will require collaboration with a selected problem-solving team at one's school site.

EDL 712. School System Administration. 3 Hours.

EDL 713. Leadership of Special Education Programs. 3 Hours.

EDL 714. Advanced School Business Management. 3 Hours.

EDL 715. Non-Thesis Research in Education Leadership. 3 Hours.

EDL 716. Workshop in Administration and/or Supervision. 1-6 Hour.

EDL 717. Leading Change Through Action Research. 3 Hours.

The purpose of this course is to strengthen knowledge and skills in the areas of effective leadership and systemic organizational change. This course will teach participants the skills and strategies to prepare for and introduce change in their schools through an identified school-based problem solving project. Candidates will be required to lead a collaborative effort of analyzing and applying strategies and quality tools in addressing a school-based problem, preferably one that is impacting student achievement. Course content will include: an introduction to quality tools (TQM), shared decision-making, group processes, effective teaming, and using data to make decisions.

EDL 717L. Field Experience for Leading Change Through Action Research. 1 Hour.

The course is designed to give Ed.S. candidates authentic, practical experience in leading in a school. A minimum of 20 hours of field experience, spent in leadership activities correlating to the core course, at the school site, will be required as the field experience for EDL 717-L. the Field Experience Course is taken concurrently with the core course.

EDL 718. Essential Skills for Organizational Leadership. 3 Hours.

This course is designed to strengthen knowledge and skills essential to effective leadership in the school setting. Candidates will increase their understanding of and skills in utilizing participatory /shared decision making; using data focused on student learning to drive the decision making process; communicating high expectations for student learning; and enhancing human resource development. Candidates will demonstrate the ability to analyze various situations involving community and stakeholder relationships through the structural, human resource, political, and symbolic frames and devise appropriate courses of action based on this analysis of school programs.

EDL 718L. Field Experience for Essential Skills for Organizational Leadership. 1 Hour.

The course is designed to give Ed.S. candidates authentic, practical experience in leading in a school. A minimum of 20 hours of field experience, spent in leadership activities correlating to the core course, at the school site, will be required as the field experience for EDL 718-L. The Field Experience Course is taken concurrently with the core course.

EDL 719. Mentoring & Coaching Skills for School Leaders. 3 Hours.

In an era of ensuring highly qualified teachers through embedded, research-based staff development, the role of supervision and mentoring has taken on an unprecedented role in successful schooling. Supervision and mentoring are at the ¿heart¿ of schooling. In addition, future school leaders need to understand their own mentoring needs, and be comfortable with seeking a mentor for themselves. In this course, candidates will conduct a comprehensive critical examination of mentoring concepts, both for personal development and for instructional supervision of classroom teachers. The skills of supervision through cognitive coaching will be learned and practiced. Implications for individual and group development and the improvement of instruction are emphasized. The field experience, EDL 719L will involve candidates seeking a mentor for themselves, as well as engaging in mentoring a new teacher.

EDL 719L. Field Experience for Mentoring & Coaching Skills for School Leaders. 1 Hour.

The course is designed to give Ed.S. candidates authentic, practical experience in leading in a school. A minimum of 20 hours of field experience, spent in leadership activities correlating to the core course, at the school site, will be required as the field experience for EDL 719-L. the Field Experience Course is taken concurrently with the core course.

EDL 720. Field Project in Educational Leadership. 3 Hours.

In this course, students enrolled in the Doctorate of Education program work closely with their course instructor to develop their proposal for dissertation research. The content and structure of the proposal and dissertation are examined, including conducting a comprehensive review of the relevant literature and the techniques and strategies of data collection, analysis, and development of conclusions and implications related to research findings. The anticipated culminating field project is the development and defense of the proposal for doctoral dissertation research.

EDL 721. Administration of Staff Personnel. 3 Hours.

EDL 722. Current Issues in Educational Leadership. 3 Hours.

EDL 723. Administration of Educational Programs and Services. 3 Hours.

Administration of Educational Programs and Services.

EDL 724. Educational Leadership Seminar II. 1-3 Hour.

EDL 725. Current Issues and Problems in School Administration. 3 Hours.

This is a seminar type course that explores current issues affecting the profession of school leadership. Various topics of concern will be presented and discussed. Multiple guest speakers with expert knowledge of selected issues may be invited to present in this class. Students will be required to reflect carefully about their own positions relative to select issues and problems.

EDL 726. Advanced Clinical Supervision Administrator/Supvis. 3 Hours.

EDL 727. Leading the Adult Learning Community. 3 Hours.

This course is divided into the following conceptual units: a. Teachers as Adult Learners b. Understanding Adult Learning Theories c. Applying Adult learning Theories to Professional Learning Communities d. Creating Collaborative Teams to support learners e. Shared Leadership to improve academic achievement of diverse learners f. Developing and Utilizing Shared Leadership Strategies The purpose of this course is to prepare candidates with the ability to and the knowledge of skills and strategies required to Lead the Adult Learning community in schools. An in-depth analysis of adult learning theories and strategies to develop shared leadership capacity in school communities will provide the impetus of this course. Candidates will learn about characteristics of adult learners and various theories of how adults learn, develop, and interact in professional learning communities. The second focus of this course is how to develop and implement shared leadership in schools. Co-Requisite: EDL 727L.

EDL 727L. Field Experience for Leading the Adult Learning Community. 1 Hour.

The course is designed to give Ed.S. candidates authentic, practical experience in leading in a school. A minimum of 20 hours of field experience, spent in leadership activities correlating to the core course, at the school site, will be required as the field experience for EDL 727-L. the Field Experience Course is taken concurrently with the core course.

EDL 728. Management of the Learning Organization. 3 Hours.

The purpose of this course is to strengthen knowledge of and skills in essential management functions within the school or district setting, as noted in specified ISLLC and Alabama Administrative Code Standards. The course will focus on practices and procedures that are vital to the efficient and effective operation of a school or a school district.

EDL 728L. Field Experience for Management of the Learning Organization. 1 Hour.

The course is designed to give Ed.S. candidates authentic, practical experience in leading in a school. A minimum of 20 hours of field experience, spent in leadership activities correlating to the core course, at the school site, will be required as the field experience for EDL 728-L. The Field Experience Course is taken concurrently with the core course.

EDL 729. Advanced Research in Educational Leadership. 1-6 Hour.

EDL 730. Advanced Focus on the Principalship. 3 Hours.

EDL 731. Law, Ethics, and Policy for Educational Leaders. 3 Hours.

The purpose of this course is twofold: 1) Candidates will gain a fundamental knowledge of ethical principles based on the Alabama Educator Code of Ethics and the guidelines of the State Ethics Commission. 2) Candidates will gain a working knowledge of legal principles established by local, state, and federal legislative and judicial requirements. Candidates will be able to demonstrate an understanding of legal and ethical principles related to underrepresented populations within the school setting. Candidates will be able to demonstrate a knowledge and application of the ethical principles stipulated in the Alabama Educator Code of Ethics and accompanying legal precepts. Candidates¿ ability to make sound legal and ethical decisions will be enhanced through a better understanding of board policies and politics as well as through reflection on and clarification of personal values and beliefs.

EDL 731L. Field Experience for Law, Ethics, and Policy for Educational Leaders. 1 Hour.

The course is designed to give Ed.S. candidates authentic, practical experience in leading in a school in the area of law, ethics, and policy. A minimum of 20 hours of field experience, spent in leadership activities correlating to the core course, at the school site, will be required as the field experience for EDL 731-L. The Field Experience Course is taken concurrently with the core course.

EDL 732. Leadership of Special Programs. 3 Hours.

Leadership of Special Programs coalesces the knowledge of and ability to lead special programs within a school site. Candidates will apply leadership skills in developing a comprehensive home school collaborative project and a comprehensive technology integration project. In addition, candidates will develop curriculum which will align state standards unique to career and technical education. Emphasis will be placed on models of communication, problem solving, conflict resolution and team building principles and skills. Focus will also be placed on best practices in the development of community information, networking, public relations, and media. The technology portion of this class will focus on the total integration of technology into a school community.

EDL 732L. Field Experience for Leadership of Special Programs. 1 Hour.

The course is designed to give Ed.S. candidates authentic, practical experience in leading in a school. A minimum of 20 hours of field experience, spent in leadership activities correlating to the core course, at the school site, will be required as the field experience for EDL 732-L. The Field Experience Course is taken concurrently with the core course.

EDL 735. Professional Leadership. 3 Hours.

Provides an overview of key issues related to professional leadership from the perspective of the teacher leader. Special emphasis will be give to the following course themes: Alabama Educator Code of Ethics, ethical and professional conduct, school law and policy, and adult learning.

EDL 735L. Field Experience/Professional Leaderhip. 1 Hour.

Field-based experience to accompany EDL 735.

EDL 735R. School Based Problem Research Project/Professional Leadership. 1 Hour.

Action-research project to accompany EDL 735.

EDL 746. Practicum in Instructional Leadership. 1 Hour.

Course required in the Ed.S. program for candidates who completed the Class A Administrative Certification before 2009, before program redesign. The practicum in Institutional Leadership allows for authentic leadership experiences in K-12 schools. The Practicum consists of developing projects and documents /artifacts, throughout the four-semester Educational Specialist Program, that outline leadership experiences in all areas of the Alabama Standard for Instructional Leaders.

EDL 748. Current Issues and Problems in School Administration. 3 Hours.

Current Issues and Problems in School Administration.

EDL 750. Issues and Problems in School Finance. 3 Hours.

This is a seminar type course that explores current issues affecting the financing and funding of schools both locally and across the nation. Issues such as equity and adequacy in school funding will be examined. Key legislation issues will also be explored. Multiple quest speakers with expert knowledge of selected school finance issues may be invited to present in this class. Students will be required to reflect carefully about their own positions relative to select issues and problems in school finance.

EDL 752. Advanced Educational Planning. 3 Hours.

EDL 755. Advanced School System Administration. 3 Hours.

An advanced course for practicing school leaders examining the various aspects of leadership of a school district from the level of the principalship and beyond. This course explores systems theory and systems thinking relative to the various systems enacted in the leadership of a school district.

EDL 756. Current Legal Problems in Alabama Education. 3 Hours.

An advanced course for practicing school leaders examining the various aspects and implications of educational state and national level case law and policy governing and related to leadership of a school district from the level of the principalship and beyond.

EDL 758. Problems in Supervision. 3 Hours.

This is a seminar type course that explores current issues regarding the effective supervision of schools in the context of recent legislation and challenges. Issures such as developing school culture and strategic planning, supervision of instruction, and addressing the demands of an increasingly diverse clientele will be examined. Professional standards and expectations for school leaders as supervisors will also be explored. Multiple guest speakers with expert knowledge of selected school supervision issues may be invited to present in this class. Students will be required to reflect carefully about their own positions relative to select issues and problems in the supervision of schools.

EDL 760. Advanced Administrative Leadership. 3 Hours.

This is a seminar type course that explores current issues regarding the effective administration and leadership in schools and school districts. Issues such as standard-based leadership; developing school and district mission, vision, values, and goals; clinical supervision and professional development of instructional and supervisory staff to address student achievement; and addressing the demands of an increasingly diverse clientele will be examined. Multiple guest speakers with expert knowledge in school leadership roles may be invited to present in this class. Students will be required to reflect carefully about their own positions relative to leadership in schools and school districts.

EDL 762. Futurism in Community Education. 3 Hours.

EDL 766. Advanced Clinical Supervision for Admin/Supervisor. 3 Hours.

This course is designed to provide building principals and district-level administrators a chance to examine, in depth, best practices in clinical supervision of classroom teachers and school administrators. Emphasis is placed on how to help teachers and school-level leaders improve their practice in leading for high levels of student achievement. Although it is not a pre-requisite, this course is designed to build topics covered in EDL 626.

EDL 770. Advanced Administrative Leadership. 3 Hours.

EDL 772. Advanced Technology of Educational Planning. 3 Hours.

EDL 792. Directed Study in Educational Leadership. 3 Hours.

EDL 796. Individual Readings in School Law. 3-6 Hours.

EDL 797. Doctoral Internship in Educational Leadership. 1-12 Hour.

EDL 798. Non-Dissertation Research. 1-12 Hour.

This course is for doctoral students in educational leadership who have completed their preliminary course work but who have not yet developed or defended their proposal for doctoral/dissertation research.

EDL 799. Dissertation Research. 1-12 Hour.

This course is for doctoral students in educational leadership who have completed their preliminary course work and have successfully defended their proposal for doctoral/dissertation research and who, upon the recommendation of their dissertation committee, are entered into doctoral candidacy through the Graduate School. A minimum of 12 hours of EDL 799.
Prerequisites: GAC Z

EPR-Educational Psychology Courses

EPR 510. Measurement and Evaluation in Education ECE. 3 Hours.

For early childhood/elementary education majors only. Basic concepts and principles of measurement and evaluation of personal and academic progress in classroom. Elementary descriptive statistics and measurement techniques used in student evaluation. Quantitative literacy is a significant component of this course (QEP).
Prerequisites: EEC 600 [Min Grade: C](Can be taken Concurrently)

EPR 511. Measurement and Evaluation in Education Secondary Ed. 3 Hours.

For secondary education majors only. Basic concepts and principles of measurement and evaluation of personal and academic progress in classroom. Elementary descriptive statistics and measurement techniques used in student evaluation. Quantitative literacy is a significant component of this course (QEP).

EPR 590. Research & Prgm Eval in Coun. 4 Hours.

This course will provide an introduction to major principles, strategies, and instruments in social science research and program evaluation. Students will become familiar with (1) basic strategies used to conduct research; (2) basic methodology for collecting and interpreting data typically reported in counseling; (3) basic conventions for published reporting research in his/her field of interest; (4) basic program evaluation; and (5) the knowledge and skills to become consumers and producers of counseling research.

EPR 594. Introduction to Educational Research Design. 3 Hours.

Introduction to educational research design purposes and characteristics of research process, types of research approaches and research designs, procedures for collecting, analyzing and evaluating data, critical review of published research, research ethics and institutional review.

EPR 596. Introduction to Qualitative Methods in Educational Research. 3 Hours.

The purpose of this course is to provide a practical introduction to qualitative research and its application in education, social, and behavioral sciences.
Prerequisites: EPR 594 [Min Grade: C]

EPR 607. Microcomputer Applications to Statistical Analysis. 1 Hour.

Excel and SPSS will be used for statistical analyses and data interpretation. Lab to accompany EPR 608. Must be taken concurrently.
Prerequisites: EPR 608 [Min Grade: C](Can be taken Concurrently)

EPR 608. Statistical Methods and Action Research. 3 Hours.

This statistics course will cover descriptive and inferential statistics to include the following: measures of central tendency; measures of variability; frequency distributions; normal curve; probability; sampling; regression; hypothesis testing; and analysis of variance. Excel and SPSS will be used for statistical analyses and data interpretation.

EPR 609. Statistical Methods and Research in Education: Intermediate. 3 Hours.

This course will cover basic inferential techniques including hypothesis testing and parametric and non-parametric techniques related to factorial ANOVA and within-subjects ANOVA designs. A significant focus of this course is on assumptions, rationale, application and interpretation of various analysis of variance techniques.
Prerequisites: EPR 607 [Min Grade: C] and EPR 608 [Min Grade: C] and EPR 594 [Min Grade: C]

EPR 610. Child Psychology. 3 Hours.

This course covers human development through infancy, preschool, and preadolescence.

EPR 611. Adolescent Psychology. 3 Hours.

This course offers an in-depth examination of selected topics in the psychological, social, emotional, moral, cognitive, cultural and physical development of adolescents and how these aspects affect classroom and school behavior.

EPR 614. Lifespan Human Development. 3 Hours.

The objective of this course is to further students' knowledge of human development, the multidisciplinary study of how people change and how they remain the same over time. Topics to be covered will include developmental theories, biological development, social developing, language development, cognitive development, young adulthood, and aging.

EPR 616. Personality Theories. 3 Hours.

This course covers the major theoretical perspectives of the development of personality.

EPR 622. Learning Theories. 3 Hours.

This course covers the application of learning theories to educational practice, behavioral theories, information processing, biochemical basis of memory and learning, as well as other major learning theories.

EPR 650. Educational and Psychological Testing. 3 Hours.

This course will cover the basic principles, research, and theories on the testing and measurement of psychological and educational constructs. Students should expect to complete the course with knowledge of various techniques for educational and psychological testing, familiarity of several professionally developed tests, in depth knowledge on one test of student's choice, and knowledge of measurement theory which includes reliability and validity.
Prerequisites: EPR 607 [Min Grade: C] and EPR 608 [Min Grade: C]

EPR 688. Seminar on Current Issues: Measurement/Eval School. 3 Hours.

This course provides advanced training on current issues, policies, and methods in educational measurement and evaluation relevant to classroom teachers.

EPR 691. Independent Readings in Educational Psychology and Research. 3 Hours.

Independent Readings in Educational Psychology and Research.

EPR 692. Introduction to Educational Research Design. 3 Hours.

Introduction to educational research design purposes and characteristics of research process, types of research approaches and research designs, procedures for collecting, analyzing and evaluating data, critical review of published research, research ethics and institutional review.

EPR 695. Survey Methods in Educational Research. 3 Hours.

Provides an overview of the basic principles, applications, and types of survey research in education. Students completing this course should have basic knowledge of the survey implementation procedures, use of appropriate sampling techniques and principles of survey instrument construction. Students should be able to develop reliable survey items, establish reliability and validity of survey scales and instruments, and demonstrate awareness of ethical issues related to conducting survey research. Finally, students will learn how to evaluate and critique published survey research studies.
Prerequisites: EPR 594 [Min Grade: C] and EPR 607 [Min Grade: C] and EPR 608 [Min Grade: C]

EPR 696. Qualitative Research: Inquiry and Analysis. 3 Hours.

The purpose of this course is to provide an in-depth insight into the history, philosophy and applications of qualitative research. The course provides a structured field experience of designing and conducting a qualitative small-scale research study within a select qualitative approach.
Prerequisites: EPR 594 [Min Grade: C] and EPR 596 [Min Grade: C](Can be taken Concurrently)

EPR 700. Data Based Decision Making. 3 Hours.

Provides an overview of key issues related to data-based decision making for students who are interested in moving into leadership positions within their own school and school system. Issues such as Response to Intervention (RTI), progress monitoring, formative and summative evaluation, basic statistical and measurement issues, and other related topics are introduced and discussed.

EPR 700L. Field Experience/Data Based Decision Making. 1 Hour.

Field-based experience to accompany Data Based Decision Making.

EPR 700R. School Based Problem Research Project/Data Based Decision. 1 Hour.

Action-research project to accompany Data Based Decision Making.

EPR 710. Computer Applications and Advanced Statistical Methods. 3 Hours.

Provides an overview of multivariate analyses including multiple regression, MANOVA, logistic regression, discriminant function analysis, factor analysis, cluster analysis, and related procedures. The course focuses on conducting analyses, interpreting results, and conducting studies that require multivariate analyses.
Prerequisites: EPR 607 [Min Grade: C] and EPR 608 [Min Grade: C] and EPR 609 [Min Grade: C](Can be taken Concurrently)

EPR 728. Seminar on Research in Education. 3 Hours.

EPR 790. Mixed Methods Approaches in Action Research. 3 Hours.

Application of mixed methods research to designing and conducting action research studies involving collecting and analyzing both quantitative and qualitative data. Types of action research models and their major characteristics; steps in designing and conducting mixed methods action research studies; specific types of mixed methods action research designs; sampling, data collection, analysis, validation, and evaluation of mixed methods action research projects. Applied knowledge of designing and conducting a mixed methods action research study.
Prerequisites: EPR 594 [Min Grade: C] and EPR 596 [Min Grade: C] and EPR 607 [Min Grade: C] and EPR 608 [Min Grade: C]

EPR 792. Mixed Methods Approaches to Educational Research. 3 Hours.

This course will provide an overview of mixed methods research, including the history and philosophy of mixed methods research, relevant emerging literature, types of research problems addressed, types of mixed methods designs, and the writing and evaluation of mixed methods studies.
Prerequisites: EPR 594 [Min Grade: C] and EPR 596 [Min Grade: C](Can be taken Concurrently) and EPR 607 [Min Grade: C] and EPR 608 [Min Grade: C] and EPR 609 [Min Grade: C](Can be taken Concurrently)

EPR 793. Doctoral Seminar in Research Evaluation and Design. 3 Hours.

EPR 796. Qualitative Research: Doctoral Seminar. 3 Hours.

Qualitative Research: Doctoral Seminar.
Prerequisites: EPR 596 [Min Grade: C] and EPR 696 [Min Grade: C]

KIN - Kinesiology Courses

KIN 500. Organization & Admin of PE. 3 Hours.

This course is designed to provide the student with opportunities to increase their knowledge of problems and issues involved in the organization and administration of physical education programs in elementary and secondary schools.

KIN 509. Assessment in Physical Education. 3 Hours.

This course is designed to investigate the basic concepts of measurement and evaluation as applied to physical education. Through online modules students will acquire knowledge and skills related to the assessment and interpretation of student status, teacher effectiveness, and program effectiveness.

KIN 511. Elementary School Physical Education. 3 Hours.

This course will include the nature and content of a developmentally appropriate elementary physical education program.

KIN 520. Fitness and Motor Skill Acquisition. 3 Hours.

The purpose of this course is to provide students with the opportunity to acquire the knowledge and the skills necessary to analyze and appropriately teach motor skills and design developmentally appropriate fitness activities for adolescents.

KIN 520L. Sport Skill Proficiency. 1 Hour.

This course will enable candidates to acquire the knowledge and the skills necessary to teach the critical elements needed to perform all basic sport skills. Candidates will demonstrate skill proficiency in the sport skills as well as the ability to teach others to perform the skills.

KIN 523. Techniques of Teaching LIFE Skills in Secondary Schools. 3 Hours.

This course will enable candidates to learn techniques and strategies for teaching LIFE (Lifelong Individualized Fitness Education) skills typically covered in a high school physical education program.

KIN 585. Advanced Exercise Testing and Prescription. 3 Hours.

This course studies participant screening, risk stratification, and exercise assessment/testing and prescription to apparently healthy, special and diseased populations. Successful communication, programming and management principles for health/fitness settings will also be examined.
Prerequisites: (KIN 637 [Min Grade: B] and PE 637 [Min Grade: B])

KIN 589. Physical Education Instructional Strategies. 6 Hours.

This course will focus on information to help potential physical educators attain teaching skills and knowledge necessary to design, implement and evaluate developmentally appropriate K-12 physical education programs. Students will gain hands-on experience with students in elementary, middle and high school settings.

KIN 601. Introduction to Sports Administration. 3 Hours.

This course will explore the field of sport administration. Students will learn about the many skills needed to be an effective administrator.

KIN 607. Principles of Coaching. 3 Hours.

This course will explore the principles of coaching regarding sport psychology, sport pedagogy, sport physiology, and sport management.

KIN 615. Sport Facility Planning. 3 Hours.

Principles of planning and managing sport facilities and events.

KIN 618. The Olympic Games. 3 Hours.

The Olympic Games will be investigated through a brief analysis of the history of the Ancient Olympic Games, an in-depth analysis of the Modern Olympic Games and the development of their global social, economic, political and cultural significance.

KIN 623. Philosophical Perspectives in Sport Administration. 3 Hours.

This course will address conceptual skills of an administrator beyond management skills, including addressing current trends and issues in education, physical education and athletics.
Prerequisites: EPR 692 [Min Grade: C]

KIN 630. Mechanical Analysis of Motor Skills. 3 Hours.

Analysis of motor skills in children, youth, and adults.
Prerequisites: KIN 307 [Min Grade: C] or PE 307 [Min Grade: C]

KIN 631. Foundations of Physical Education. 3 Hours.

Basic foundations of physical education in the school setting.

KIN 632. Supervision of Physical Education. 3 Hours.

Principles of supervising and maintaining a physical education program.

KIN 635. Principles of Management in Sports. 3 Hours.

This course is designed to give students an overview of the duties, responsibilities and problems facing athletic administrators in today's sports-conscious society.

KIN 636. Current Readings in Physical Education. 3 Hours.

This course is designed to assist the student in locating, analyzing, and synthesizing professional literature relative to current trends, issues and research in physical education.

KIN 637. Physiology of Exercise I. 3 Hours.

Basic content related to exercise physiology.

KIN 638. Physiology of Exercise II. 3 Hours.

Advanced content related to exercise physiology.
Prerequisites: KIN 637 [Min Grade: C] or PE 637 [Min Grade: C]

KIN 639. Exercise Prescription for High Risk Populations. 3 Hours.

Advanced Techniques in Exercise Testing.
Prerequisites: KIN 637 [Min Grade: C] or PE 637 [Min Grade: C]

KIN 640. Advanced Techniques in Conditioning the Athlete. 3 Hours.

Strategies for conditioning the athlete.
Prerequisites: (KIN 637 [Min Grade: C] and PE 637 [Min Grade: C])

KIN 641. Advanced Planning/Management of Fitness Facilities. 3 Hours.

Advanced knowledge and skills needed for successful management, marketing, operational leadership, evaluation, and planning principles of commercial, corporate, clinical, and community health/fitness facilities.

KIN 642. Practicum in Physiology. 3 Hours.

Pre-thesis research.
Prerequisites: (KIN 637 [Min Grade: C] or PE 637 [Min Grade: C]) and (KIN 638 [Min Grade: C] or PE 638 [Min Grade: C])

KIN 643. Curriculum Development in Physical Education. 3 Hours.

This course focuses on the development of curricula in physical education grades K-12. Principles of curriculum development, existing curriculum models and current trends and contemporary issues related to curriculum development as discussed.

KIN 644. Application of Exercise Physiology to Fitness and Performance. 3 Hours.

Students in this course will learn the scientific principles that underlie exercise physiology. In this course you will learn about exercise tests to evaluate fitness, and exercise training to promote performance and health, and disease prevention throughout the lifespan.

KIN 645. Advanced Motor Development. 3 Hours.

The purpose of this course is to provide graduate students the opportunity to develop skill and knowledge related to lifespan motor development. Through online discussion, readings, and laboratory activities, students will be exposed to information regarding physical growth, maturation, and aging; motor skill acquisition from infancy through adulthood; perceptual-motor development; physiological changes and exercise over the lifespan; and sociocultural influences on motor development.

KIN 647. Teaching Strategies and Issues in K-12 PE. 3 Hours.

This course is designed to update graduate students who are currently teaching physical education or seeking initial certification regarding new teaching strategies and methodologies as well as current state and national issues affecting K-12 physical education programs.

KIN 649. Adapted Physical Education. 3 Hours.

This course will prepare students for making wise and informed decisions about curriculum and placement options for students with disabilities in physical education settings.

KIN 650. Social Aspects of Sport. 3 Hours.

This course is a study of sport from a sociological perspective. Physical Educators, Coaches, and the sport novice alike will benefit from discussion that stimulates critical-thought concerning sport and how it relates to social life in modern culture. This course will help students view sport as more than just a reflection of the world in which they live. A global, issues-oriented approach to study the role of sports in society, sport- related controversies and the issues that cause them.

KIN 651. Issues and Problems in Coaching. 3 Hours.

This course is an introductory study of issues and problems, or dilemmas that often arise in sport, physical activity and recreation programs and could potentially result in legal situations. This course will approach issues and problems from a practical perspective as they relate to the legal duties of individuals who coach in youth, recreation, interscholastic, or intercollegiate settings. The course will include a study of current issues and problems in sport, physical activity and recreation through examination and critical analysis.

KIN 652. Measurement and Evaluation of Athletes. 3 Hours.

This course is primarily designed to help athletic coaches locate, select, and construct quality sport skill tests. Additional attention will be given to body composition, fitness, and psychological assessment of athletes. Students will review reasons why coaches should measure and evaluate athletes, and survey sound testing procedures.

KIN 653. Plan/Conduct Act Prog for Indiv with Disabilities. 3 Hours.

The purpose of this course is to provide students with knowledge and skills needed to meet the unique fitness and physical activity needs of individuals with various disabilities. Through class discussions and course assignments, students will learn to design and implement personal training/fitness programs and disability sports/recreation programs for individuals with disabilities based on assessments of health related strengths and needs.

KIN 655. Motor Learning. 3 Hours.

Principles of teaching and learning motor skills.

KIN 656. Advanced Sport Psychology. 3 Hours.

Psychological principles of sports.

KIN 663. Adventure-Based Counseling. 3 Hours.

Improvement of self-concept and social life skills through physical, spiritual, emotional, and mental development in creative activity outdoors. Natural environment used as a learning laboratory for leadership, teamwork, problem solving, decision-making, conflict resolution, and physical fitness.

KIN 664. Challenge Crse Fund II. 3 Hours.

This course continues introduces students to the background, philosophy, ethical issues, and risk management required to high ropes facilitation. Introduces students to a variety of high challenge course initiatives used for learning and problem solving, trust team building, and self-confidence and communication skills. How to present high challenge courses initiatives to diverse groups will be emphasized. Specific attention will be given to addressing learners of different ages and varying abilities. Additionally, an overview will be given of how counseling and ropes courses experiences can be integrated.

KIN 665. Adventure Processing and Facilitation. 3 Hours.

This course provides the skills necessary for facilitating a variety of client groups educational, recreational, corporate, and therapeutic indoor experience programs. The curriculum includes the Experiential Learning Cycle, stages of group development, leading group discussion, active listening, frontloading, de-briefing, use of metaphors and transfer of learning. Activities are used to facilitate leadership, teamwork, problem solving, decision-making and conflict resolution. This knowledge will enhance students' ability to adapt their program to various groups. How to facilitate and lead group discussion with diverse groups will be emphasized.

KIN 666. Organization and Administration of Adventure Education. 3 Hours.

Students will synthesize their experience in adventure leadership, instruction and programming to explore the details of managing an adventure program. Topics include risk management for the administrator, operations and file management, legal issues, accreditation standards, staff recruitment, hiring and training, marketing, fiscal management. Special attention will be given to managing an universally designed challenge course.

KIN 672. Advanced Treatment of Athletic Injuries. 3 Hours.

Advanced treatment of athletic injuries.

KIN 674. Advanced Sports Nutrition. 3 Hours.

Nutritional needs of athletes.

KIN 690. Seminar in Sports Administration. 3 Hours.

Overview of administration of sports programs.

KIN 693. Advanced Field Experience in Physical Education. 3-6 Hours.

Field Experience in Physical Education applying the National Board for Professional Teaching Standards.

KIN 694. Special Projects in Kinesiology. 1-6 Hour.

Special topics course in kinesiology.

KIN 695. Problems in Physical Education. 3-6 Hours.

Examination of current trends and problems in physical education.

KIN 696. Elementary/Secondary Physical Education Internship. 9 Hours.

This internship provides an opportunity for physical education students to participate in actual class for 15 weeks. Interns teach at two levels; elementary and either middle or high school. Student teaching is a culminating practical experience during which interns will likely be called upon to synthesize and apply all knowledge and skills acquired during previous coursework.

KIN 697. Advanced Field Experience in Kinesiology. 1-6 Hour.

Culminating field experience in Kinesiology.

KIN 698. Coaching Internship (Individual Sport). 3 Hours.

Culminating internship in coaching.
Prerequisites: KIN 607 [Min Grade: C] or PE 607 [Min Grade: C] or KIN 407 [Min Grade: C] or PE 407 [Min Grade: C]

KIN 699. Thesis Research. 1-6 Hour.

Kinesiology Thesis Research.
Prerequisites: KIN 642 [Min Grade: C] or PE 642 [Min Grade: C]

KIN 710. Special Topics in Physical Education. 3 Hours.

Special topics course in physical education.

KIN 715. Advanced Field Experience in Physical Education. 3-6 Hours.

Within your current teaching environment, demonstrate your teaching practice of the National Board for Professional Teaching Standards.
Prerequisites: KIN 647 [Min Grade: C] or PE 647 [Min Grade: C]

KIN 718. Practicum in Exercise Physiology. 3 Hours.

Practicum in Exercise Physiology.

KIN 720. Research Design and Methodology. 3 Hours.

Research and design methods in kinesiology.
Prerequisites: EPR 692 [Min Grade: C]

KIN 726. Supervised Research in Physical Education. 3-6 Hours.

Completion of research project in the field of physical education.
Prerequisites: EPR 609 [Min Grade: C] and EPR 692 [Min Grade: C]

KIN 728. EdS Thesis Research. 3-6 Hours.

Completion of indepth research in the field of kinesiology.

KIN 729. Physical Education Seminar. 3 Hours.

This course involves the development of thesis or research project presentation.
Prerequisites: EPR 609 [Min Grade: C] and EPR 692 [Min Grade: C]

Faculty

Ahmad, Wajih, Assistant Professor of Community Health and Human Services, 1998, B.S., M.Ph., Ph.D. (UAB)
Dagley, Amy L., Assistant Professor of Educational Leadership, 2016, BLA, M.A. (Alaska Southeast); Ph.D. (Alabama)
Evans, Retta, Associate Professor of Community Health and Human Services, 2003, B.S., (Fort Hays), M.S. (Northeastern), Ph.D. (Arkansas)
Fiedler, Robin L., Instructor of Educational Psychology and Research, 2008, B.S. (Edinboro), M.Ed. (Virginia Commonwealth), Ph.D. (Auburn), Measurement, Educational Psychology, Educational Statistics
Fisher, Gordon, Professor of Kinesiology, 2012, B.S. (Hillsdale), M.S. (Mississippi State), Ph.D. (Auburn), Postdoctoral Fellow (UAB), Exercise Physiology; Exercise/Nutrition, Mitochondrial Bioenergetics, Oxidative Stress, and Chronic Inflammation
Forbes, Laura, Assistant Professor of Community Health and Human Services, 2005, B.S. (Ball State), M.S. (Central Florida), Ph.D. (South Carolina)
Gurley, Dennis Keith, Assistant Professor of Educational Leadership, 2012, B.A. (Trinity), M.Ed., Ed.D. (Wichita State), Pre-Service and In-Service Development for School Leaders, Professional Learning Communities, and Organizational Theory
Hall, Sean, Assistant Professor of Counselor Education, 2012, B.A., M.A. (Florida Gulf Coast), Ph.D. (Old Dominion), Counselor Education, Clinical Mental Health Counseling, Assessment and Intervention Techniques, Processes and Outcomes Research, Dropout Prevention
Hebard, Stephen P. , Assistant Professor of Counselor Education, 2015, B.S. (East Stroudsburg), M.S., Ph.D. (North Carolina-Greensboro)
Hunter, Gary R., Professor of Kinesiology, 1984, B.S. (Eastern Michigan), M.A., Ph.D. (Michigan State), B.S. (Eastern Michigan), M.A., Ph.D. (Michigan State)
Loder-Jackson, Tondra, Associate Professor of Foundations of Education, 2003, B.S. (Birmingham-Southern), M.P.P. (Chicago), Ph.D. (Northwestern)
McKnight, Andrew, Associate Professor of Foundations of Education, 2003, B.A. (Virginia Commonwealth), M.A.Ed. (William & Mary), Ph.D. (North Carolina at Greensboro)
Menear, Kristi S., Professor of Kinesiology, 2001, B.A. (Louisiana), M.A., Ph.D. (New Orleans)
Mowling, Claire M., Assistant Professor of Kinesiology, 2015, B.S., M.S. (Troy State), Ed.D. (Auburn)
O’Neal, Marcia R., Research Associate Professor, 1998, B.A. (UCLA), B.S., M.A., Ph.D. (Alabama)
Peters, Gary B., Associate Professor, 2010, B.A., M.A. (Governors State), Ed.S., Ph.D. (UAB), Leadership; Organizational Theory
Plaisance, Eric, Assistant Professor of Kinesiology, 2013, B.S. (Nicholls State), M.S. (United States Sports Academy), Ph.D. (Auburn)
Roy, Jane, Associate Professor of Kinesiology, 2001, B.S., M.A., PhD. (Alabama)
Shores, Melanie L., Associate Professor of Educational Psychology and Research, 2005, B.S., M.A.M., M.A., Ph.D. (Auburn)
Sims, Sandra, Assistant Professor of Kinesiology, 2005, B.S. (Montevallo), M.A. (UAB), Ed.S. (UAB), Ph.D. (Southern Mississippi)
Snyder, Scott W., Associate Professor of Research and Early Childhood Special Education, 1988, B.A. (SUNY-Potsdam), M.S., Ph.D. (Purdue)
Tyson, Lawrence E., Associate Professor of Counselor Education, 1997, B. A. (Atlantic Christian), M.Ed. (Rollins), Ph.D. (Mississippi State)
Watson, Dayna M., Assistant Professor of Counselor Education, 2005, B.S. (Vanderbilt); M.Ed. (Auburn); Ph.D. (Florida)
Wilkinson, Larrell, Assistant Professor of Community Health and Human Services, 2012, B.S. (Tennessee State University), MSPH, Ph.D. (University of South Carolina), Health Education, Health Disparities/Health Equity, Access and utilization of health care services, Substance Abuse