Department of STEM Education & Professional Studies

The primary goal of the course is to provide students with the knowledge and skills to access, evaluate, and synthesize empirical research. The course examines types of educational research and criteria for evaluating empirical studies. It introduces various types of research questions and associated research designs, components of research reports, sampling, validity of measures, threats to internal and external validity, and simple statistics.

The primary goal of this course is to provide students with the knowledge and skills to write a research proposal and conduct research. It is intended for those students who are completing a thesis to meet their program requirements, those planning on pursuing a doctoral degree, or those who anticipate conducting research for any other reasons. The course examines types of educational research and criteria for selection of topics for research projects; describes criteria for effective collection and organization of data; review of literature, analysis of data and proposal writing.

This course stresses the use of measurement and assessment for evaluation and decision making focusing on basic concepts applicable to all types of assessment: statistical concepts, reliability, validity, and interpretive frameworks for cognitive and non-cognitive measures.

The valid use of formative and summative assessment and evaluation principles for monitoring and promoting students' learning and development will be addressed. Students will learn how to construct and use a variety of formal and informal teacher assessment procedures.

This course will focus on understanding children's and adolescents' physical, social, emotional, intellectual, and speech/language development; integrating and incorporating children and adolescent differences (economic, social, racial, ethnic, religious, physical, and mental) into understanding developmental issues as they relate to instruction, including the identification and instruction of students with exceptionalities as well as special needs. Research related to the classroom application of these theories is examined and evaluated based on principles of research design and interpretation. Student must be a participant in the Teacher Residency Grant.

Introduction to basic topics in statistical analysis, including descriptive statistics and simple inferential statistics such as correlation, regression, t-tests, one-way analysis of variance, and chi-square.

This course focuses on the application of quantitative research design as it is applied in various educational disciplines. It provides an in-depth examination of quantitative research approaches, sampling techniques, threats to validity, ethical considerations, and reviewing and writing quantitative methodology descriptions for research proposals and reports.

Examines procedures and problems in the design and utilization of program evaluation in education. Identifies evaluation purposes and the methods of evaluation especially as affected by organizational behavior, ethical considerations, and political influences. Evaluation methodology includes, but is not limited to, design considerations, data utilization, and teacher evaluation. Both quantitative and qualitative strategies will be covered.

This course is designed to provide the student knowledge and skills that relate to single subject methodology. It includes an overview of historical and philosophical foundations, basic issues in behavioral assessment, and single subject research and design methodology, including trend and statistical analysis in single subject research. Students will analyze critically empirical research and be able to plan, implement, and evaluate original research.

This course will provide an overview of mixed methods research, with an emphasis on its application in education. The course will begin with a discussion of the history and philosophy of mixed methods research, and will maintain a focus on the epistemological underpinnings of both mixed methods designs and their component parts. Consideration will be given to a number of research traditions that can be subsumed under the general headings of 'quantitative' and 'qualitative' methods, including surveys, in-depth qualitative interviewing, ethnography, and social network analysis. Methods for collecting, analyzing, integrating, and reporting data from multiple sources will be discussed. The course will have an applied focus and will include lectures, presentations of applied mixed methods research by guest experts, applied and methodological readings, and student presentations.

This course concentrates on sample designs, design-based estimation/inference, data preparation, and analysis of complex survey data in education.

An intermediate-level statistics and data analysis course that focuses on inferential analyses. Specifically, students will learn how to develop theoretically grounded hypotheses and how to use of a variety of statistical techniques to test these hypotheses including multiple regression analysis, analysis of variance, and other related intermediate data analysis topics. The relationships between multiple regression and analysis of variance will also be discussed.

This course examines multivariate statistical analysis methods. Topics such as moderator and mediator analysis in regression, logistic regression, and repeated measures ANOVA, are explored. Furthermore, factor analysis, cluster analysis and introductions to multilevel modeling and structural equation modeling are included as they are applied to research in the educational and social sciences.

Introduction to the general linear model with emphasis on concepts and applications of multiple linear regression (MLR) to problems in educational research. Topics include estimation and interpretation of MLR models, relationships between MLR and analysis of variance (ANOVA), logistic regression analysis, and trend analysis.

Introduction of analysis of variance models as applied in education and human services, including two-way and three-way factorial designs, analysis of covariance, repeated-measures, and mixed-model analysis.

Introduction to research design and statistical analysis for studies intended to support causal inferences. Topics include experimental, quasi-experimental, and ex post facto design and appropriate models for data analysis.

This course focuses on advanced applications of statistics that are used in educational research in various educational disciplines. Specifically, the course will offer an introduction to hierarchical linear modeling (HLM) of nested data as applied to education. Topics include conceptual and statistical background of two- and three-level designs, cross-level interaction effects, and application of multilevel models for repeated measures designs. Emphasis is on estimation, interpretation, and diagnostics for multilevel models of continuous outcomes.

Introduction to structural equation modeling and related multivariate procedures applied to research problems in education. Topics include a brief review of exploratory factor analysis, confirmatory (structural) factor analysis, path analysis, and structural equation modeling with observed and latent variables.

A practical and conceptual introduction to applying logistic and probit regression models to typical questions in the social sciences. Will utilize SPSS for practical applications covering simple and multiple regression models, interactions and curvilinear effects, multinomial models, testing of assumptions, and select advanced applications such as propensity score matching and missing data analysis.

The course consists of critical discussion and analysis of major learning theories that have influenced learning and instruction in today's schools. Applications of current research to instructional design will be emphasized.

This course introduces the domain of human development to education students by promoting their construction of a developmental perspective and adoption of a developmental theory to understand education-relevant phenomena. The course will cover central tenets of the developmental psychological perspective, several contemporary developmental approaches, and contexts of development relevant to educational processes. Furthermore, the course aims to promote students' skills in pursuing scientific knowledge about educational topics of interest in human development. The course will address life-span processes; however, the primary emphasis will be on processes and ages associated with formal educational settings (K-16).

The course consists of critical discussion and analysis of major theories of motivation and research supporting these theories. Applications to education and classroom instruction will be emphasized. Equity concerns related to how to motivate students placed at risk will also be examined.

The course consists of critical discussion and analysis of major theories and research on metacognition and self-regulated learning. Applications to education and classroom instruction will be emphasized. Strategies to promote self-regulated learning among diverse and at-risk students will also be examined.

Overview of educational measurement and assessment ideologies and methods. Students will identify, critique, construct and administer educational assessments. Students will also learn to examine the psychometric properties of assessments including reliability, validity, and factor analysis. Finally, advanced assessment topics will be explored including educational/psychological survey construction and item response theory.

Lecture 3 hours, 3 credits.

Students examine the relationship between education and society by reviewing a variety of theoretical perspectives and empirical studies. Topics include: social mobility and stratification; social reproduction; the dynamics of race, class, and gender in education; social capital; the student-teacher relationship; teaching as a profession; and higher education.

Advanced graduate students in the Ph.D. Educational Psychology, Research and Evaluation program or other Ph.D. programs will have the opportunity to participate in research, consulting, an internship, or assisting in teaching research and statistics courses.

Advanced graduate students in the Ph.D. Educational Research, Evaluation and Educational Psychology concentration or other Ph.D. concentrations will have the opportunity to participate in research, consulting, internship, or assisting in teaching research methods and statistics courses.

Educators in various leadership and instructional roles need strong skills and knowledge in contemporary assessment of student learning. This course addresses a wide range of student assessment topics which makes connections among assessment practices, self-regulated learning, motivation, feedback, and engagement at the classroom and school levels. Students will learn how to develop, build and sustain formative assessment programs.

Instructor approval required. The primary goal of the course is to develop a dissertation proposal. It is intended for doctoral students who have completed all other coursework. The course covers literature reviews, proposal writing, and obtaining approval from Human Subjects committees. Outlets for disseminating the research findings will be explored.

Study of selected topics in Educational Psychology and/or Program Evaluation.

This course will be used for independent studies with Educational Psychology and Program Evaluation faculty members.

Dissertation credit.

This course is a pass/fail course doctoral students may take to maintain active status after successfully passing the candidacy examination. All doctoral students are required to be registered for at least one graduate credit hour every semester until their graduation.

Required introductory overview to the field of instructional technology. Topics include a history of the field, basic instructional design, generally accepted theoretical practices and major formats of instructional media. Emphasis is given to instructional technology trends as applied to various industries, including K-12, military, industry training, and others.

In this class, contemporary digital tools and Internet resources are used to develop instructional plans and contribute to teaching techniques. The course is designed with three components: effectively integrating technology into the delivery of the curriculum, evidence-based good teaching practices utilizing technology that spans across grades and subject levels, and the technologies that support those practices. Upon completion of this course students should be able to pass, or apply for exemption from their school district's TSIP exam.

This course introduces students to the foundational concepts of Artificial Intelligence (AI) as applied to education and learning design. Students will explore key AI frameworks and theories within the context of learning design, including the use of AI tools in various educational processes. Topics covered include AI-enhanced course design, AI application in instructional delivery, the role of AI in assessments and personalized feedback, AI in research and evaluation, and AI's impact on academic integrity, as well as additional ethical considerations.

This course focuses on the practical application of AI in designing instructional strategies, activities, and materials. Students will use AI tools to brainstorm various pedagogical techniques as well as to create still images, videos, animations, audio narration, slides-based presentations, gamification, virtual environments, and personal AI learning assistants/chatbots. Through hands-on projects, students will demonstrate mastery of the instructional design process by developing AI-enhanced tools and media to solve real-world instructional problems.

This course will introduce students to the field of Human Performance Technology (HPT). Students will explore what HPT is, why instructional designers should know about it, how performance improvements can be measured, and most critically, how it can be applied in real environments to solve real problems. Students will gain practice in thinking systematically about performance, and they will enhance their value as instructional design professionals by being able to offer solutions to organizational needs that go beyond traditional instruction.

This course is an applied survey on online instruction, including relevant online learning theory and design considerations, as well as tools and principles, with an emphasis on K-12 education. Topics include theories and principles of online learning, effectively identifying, locating, evaluating, preparing, and using educational technology as instructional resources in an online environment.

This course focuses on the theory, design, and evaluation of measurement instruments used to assess individual knowledge, performance, and attitudes. Topics include fundamentals of measurement, reliability, validity, and instrument selection, construction, and use. Students will develop and evaluate instruments for instructional and research purposes.

This course explores both the principles and practices of human performance technology, with roughly equal emphasis on both. Students will learn what HPT is, how it's applied in practice, and how and why instructional designers need to know about it. Particular emphasis is given to determining whether or not problems are best amenable to instructional solutions.

This project-based course examines several different non-instructional interventions that can be used to promote performance improvement. Major methodologies common in the field will be explored as a class, and students will also be required to familiarize themselves with other methodologies of their choice. Emphasis will be on the following interventions: job analysis/work design, performance development, human resource development, organizational communication, organizational design and financial systems.

This project-based course is designed to develop and enhance the ability of instructional designers to work as partners and consultants to clients and superiors. The focus is on consulting skills per se, and not any particular content. All students will be required to do an individual consulting project, supervised by the instructor.

This project-based class will focus on the process of doing a needs analysis and assessment, from start to finish. Although theoretical considerations regarding needs analyses will be explored, the emphasis is on actually conducting the analysis. Students will work in teams under the supervision of the instructor to conduct a needs analysis for an external client.

An analysis of the trends, issues, and theories of distance education in education, business, and military applications. Students will examine various distance education systems, policies and lessons from different perspectives.

Students will gain hands-on experience applying a theoretical understanding of instructional design and development to actual projects. Students will learn and use the Instructional Systems Design Process from initial learner profile analysis to design and development through to evaluation. Students will work individually and in teams to gain experience similar to real-world instructional design situations. Students will master the fundamental practices upon which the instructional design process is based.

This course covers the theory, design, and evaluation of computer-based multimedia instruction. Students will demonstrate a thorough understanding of instructional theory and design strategies for computer-based drills, tutorials, hypermedia, simulations, games, tools, open-ended learning environments, tests, and web-based instruction. Class projects will center on the design and development of instruction utilizing at least two of these methodologies.

This course will explore theories, research, and strategies related to the diffusion and adoption of instructional technology innovations in education and training. The course will explore why and how individuals, groups, and organizations adopt or fail to adopt an innovation or change.

This course focuses on learning theory, design and evaluation of instructional simulations and simulators. Topics include history, instructional design, validation, and integration of instructional simulations.

Provides both a conceptual framework and experience in the design and development of instructional games. The course introduces the student to the history, research, theory, and practice of instructional games. Topics include discussions of relevant learning theories associated with instructional gaming, analysis and design of games and current research in instructional gaming.

Students will be introduced to the theoretical frameworks that form the basis of instructional systems theory and design. Focus will be on learning theories, instructional psychology, and instructional system theory. Recent developments in cognition, learning and instruction for educators will also be considered. Topics include perspectives of behaviorism, social-historical constructivism, cognitive science, situated cognition, and cultural influences on cognition.

Problem-based course in which students gain experience applying knowledge from IDT 749/IDT 849 to real-world instructional and instructional technology problems. Project work is individual, paired, and in teams. Students demonstrate mastery of the instructional design and development process through production of tools, technologies, media or materials that successfully resolve an instructional problem. Focus is on rapid prototyping model.

Students will investigate traditional and contemporary instructional design theories and models. Behavioral, cognitive, generative, problem-based learning, and constructivist theories as well as cognitive hierarchies will be examined, compared, contrasted and applied to various instructional situations.

This course is a study of the application of perceptual and learning principles to the design of instructional media for use in educational and training applications. The focus is on the development and application of heuristics from the research literature. We will examine verbal and iconic signs as well as visual imagery, and their role in the instructional and learning processes.

Exploration and application of techniques, tools and competencies characteristic of expert designers. Topics may include: instructional strategies, use of design software, program design, advanced analysis techniques, motivation design, rapid prototyping, reducing design cycle time, and designing instruction for diverse learner populations.

An applied survey of online instruction, including relevant theory and design considerations. Topics include efficacy of online learning, design considerations when using course management systems and similar online learning technologies, research and future directions.

Provides opportunities for master’s and doctoral students to explore topics related to instructional design.

Introduces new Ph.D. students to the field of instructional design and technology and provides orientation to doctoral level study. The course includes reading, critiquing and analyzing empirical research, theories, and real-world instructional problems. Potential student research agendas consistent with faculty or programmatic research foci will be explored. Academic and technological expectations will be communicated and practiced.

Exploration and discussion of trends and issues of current and historical significance to instructional design. Readings will include contributions of key scholars, past and present, in instructional design and related fields. Includes analysis of trends and issues to track and predict their impact on the future of the field.

This course focuses on the theory, design, and evaluation of measurement instruments used to assess individual knowledge, performance, and attitudes. Topics include fundamentals of measurement, reliability, validity, and instrument selection, construction, and use. Students will develop and evaluate instruments for instructional and research purposes.

This course explores both the principles and practices of human performance technology, with roughly equal emphasis on both. Students will learn what HPT is, how it's applied in practice, and how and why instructional designers need to know about it. Particular emphasis is given to determining whether or not problems are best amenable to instructional solutions.

This project-based course examines several different non-instructional interventions that can be used to promote performance improvement. Major methodologies common in the field will be explored as a class, and students will also be required to familiarize themselves with other methodologies of their choice. Emphasis will be on the following interventions: job analysis/work design, performance development, human resource development, organizational communication, organizational design and financial systems.

This project-based course is designed to develop and enhance the ability of instructional designers to work as partners and consultants to clients and superiors. The focus is on consulting skills per se, and not any particular content. All students will be required to do an individual consulting project, supervised by the instructor.

This project-based class will focus on the process of doing a needs analysis and assessment, from start to finish. Although theoretical considerations regarding needs analyses will be explored, the emphasis is on actually conducting the analysis. Students will work in teams under the supervision of the instructor to conduct a needs analysis for an external client.

An analysis of the trends, issues, and theories of distance education in education, business, and military applications. Students will examine various distance education systems, policies and lessons from different perspectives.

Students will gain hands-on experience applying a theoretical understanding of instructional design and development to actual projects. Students will learn and use the Instructional Systems Design Process from initial learner profile analysis to design and development through to evaluation. Students will work individually and in teams to gain experience similar to real-world instructional design situations. Students will master the fundamental practices upon which the instructional design process is based.

This course covers the theory, design, and evaluation of computer-based multimedia instruction. Students will demonstrate a thorough understanding of instructional theory and design strategies for computer-based drills, tutorials, hypermedia, simulations, games, tools, open-ended learning environments, tests, and web-based instruction. Class projects will center on the design and development of instruction utilizing at least two of these methodologies.

This course will explore theories, research, and strategies related to the diffusion and adoption of instructional technology innovations in education and training. The course will explore why and how individuals, groups, and organizations adopt or fail to adopt an innovation or change.

This course focuses on learning theory, design and evaluation of instructional simulations and simulators. Topics include history, instructional design, validation, and integration of instructional simulations.

Provides both a conceptual framework and experience in the design and development of instructional games. The course introduces the student to the history, research, theory, and practice of instructional games. Topics include discussions of relevant learning theories associated with instructional gaming, analysis and design of games and current research in instructional gaming.

Students will be introduced to the theoretical frameworks that form the basis of instructional systems theory and design. Focus will be on learning theories, instructional psychology, and instructional system theory. Recent developments in cognition, learning and instruction for educators will also be considered. Topics include perspectives of behaviorism, social-historical constructivism, cognitive science, situated cognition, and cultural influences on cognition.

Problem-based course in which students gain experience applying knowledge from IDT 749/IDT 849 to real-world instructional and instructional technology problems. Project work is individual, paired, and in teams. Students demonstrate mastery of the instructional design and development process through production of tools, technologies, media or materials that successfully resolve an instructional problem. Focus is on rapid prototyping model.

Students will investigate traditional and contemporary instructional design theories and models. Behavioral, cognitive, generative, problem-based learning, and constructivist theories as well as cognitive hierarchies will be examined, compared, contrasted and applied to various instructional situations.

This course is a study of the application of perceptual and learning principles to the design of instructional media for use in educational and training applications. The focus is on the development and application of heuristics from the research literature. We will examine verbal and iconic signs as well as visual imagery, and their role in the instructional and learning processes.

Exploration and application of techniques, tools and competencies characteristic of expert designers. Topics may include: instructional strategies, use of design software, program design, advanced analysis techniques, motivation design, rapid prototyping, reducing design cycle time, and designing instruction for diverse learner populations.

An applied survey of online instruction, including relevant theory and design considerations. Topics include efficacy of online learning, design considerations when using course management systems and similar online learning technologies, research and future directions.

An introduction to conducting instructional technology research. Students will work in consultation with their advisor to develop a proposal for a study related to instructional technology as part of their research residency that will be submitted for presentation at a nationally refereed conference or to a refereed journal.

Provides opportunities for master's and doctoral students to explore topics related to instructional design.

A mentored research project by the student's advisor. Students work independently with their advisor to complete the research residency project. This course focuses on obtaining appropriate human subjects approval, collecting and analyzing data, and preparing a manuscript suitable for presentation or publication in nationally refereed journal or conference. Course may be repeated as needed, but only 3 hours may be counted toward degree requirements.

This course builds on current research and practice to strengthen candidates’ conceptual understanding of design-based STEM pedagogy. Through participation in activities and discussions, students will review concepts embedded within design-based, problem-based, project-based, and inquiry instruction and learning. This course will explore a synthesized overview of trends affecting STEM education and investigate makerspaces and making activities to support inquiry-driven, community engagement in information settings. Students will gain hands-on experience with digital and physical making toolkits and design maker experiences within library spaces.

This course develops skills in preparing, evaluating, and presenting instructional materials and the use of those materials to promote higher-level thinking and enhance the learning environment. It includes elements of design, multimedia materials, and development of in-service activities. Students will participate in sandbox activities to incorporate hands-on practice of media production and dissemination.

This course explores the development and implementation of open educational resources (OER) in educational settings and the various perspectives on the role of online resources in contemporary teaching and learning. Topics include types and access to OER, copyright, licensing, and quality. Students will gain experience locating, evaluating, collecting, arranging, and disseminating content resources available as OER to support learning and teaching. A primary focus will be on developing digital textbooks that may include websites, databases, current awareness experts, and digital field trips to support the delivery of instruction.

This course provides a social, cultural, and historical perspective on libraries and librarianship. Topics include the purpose, functions, and processes of library and information sciences, including the history and development of libraries, different types of libraries and information agencies, and key issues in the field to include intellectual freedom, ethics, and evolving library technologies. Students will explore different libraries and information agencies, as well as legal, ethical, and economic policies, advocacy trends and positions. They will engage in discussions, research projects, and practical assignments to develop professional skills and gain a deeper understanding of the principles that guide modern information professionals as well as of the challenges faced in library settings.

This course provides a historical perspective on books and libraries as social and cultural objects and spaces within Europe, North America, and beyond. Topics include an overview of the development of communication technologies from early history through current events, an analysis of the relationship between books and society, and discussion of the intersection of communication technologies (including books) and information institutions such as libraries. Students will demonstrate a historical and cultural understanding of both technologies and institutions through guided readings and discussions, as well as through completing weekly writing assignments or a final research project focused on the future of books and the library.

This course provides an introduction to the principles and practice of preservation Topics include an emphasis on the management of preservation activities, physical and intellectual preservation of records and media, and preservation history. Students will gain an understanding of the kinds of materials and treatments, techniques and technologies, and digitization and digital records used in preservation. Issues of storage, security, and disaster prevention and response will also be addressed.

This course discusses the role of diverse community archives in relation to historical, sociological, technological, and cultural aspects of community archiving. Topics include an overview of the purpose and goals of community-centered archives and archival practices; an analysis of sociocultural factors involved in archiving such as power, privilege, and ownership; and surveys of diverse archiving approaches, technologies, and methods. Students will demonstrate both theoretical and practical knowledge of the challenges and opportunities facing community archives through completing diverse readings, ongoing reflective discussions, a profile of an existing community archive, a review of an archiving toolkit, and a final project proposal for a community archive.

This course introduces students to theoretical and applied research design, methodologies, and evaluation of research in library and information science (LIS). Topics include research ethics, quantitative & qualitative research methodologies, and the development of research proposals. Students will review existing LIS research to evaluate and assess the potential value of literature and research findings through critical analysis.

Introduces the major theories and basic concepts of ethics. Historical and contemporary professional frameworks and positions will be analyzed in ethical contexts. Students will apply ethical principles to dilemmas and decision making in the information and library profession.

This course explores action research in a school library. Students will examine the value and characteristics of educational action research and apply these ideas toward the development of an action research project. Topics include the evaluation of published action research projects, community-based assessment, data collection and analysis, and the design and development of a project conducted in a school library setting.

This course introduces the principles, practices, and emerging challenges of web archiving in a rapidly evolving digital environment. Topics include web crawling technologies and emerging tools for dynamic and decentralized content capture; collection development and metadata strategies; AI-assisted curation and summarization; ethical, legal, and policy frameworks; trust, authenticity, and security in archival practices; and the societal impacts of preserving web ecosystems, including social media and algorithmically generated content. Students will design and implement a web archiving project, experiment with contemporary crawling and analysis tools, and develop critical perspectives on the future of web preservation.

This course explores literature and materials for children and young adolescents. Topics include the history of children’s literature, strategies for supporting diverse learners, using materials in multiple formats, introducing and using literature with children. Students will select, evaluate, discuss, and use literature and related materials.

This course explores literature and media for young adults (ages 12 - 18). Current trends and research in teens' social, physical and cultural development, teen interests and needs, and multiple literacies are examined. Other topics include the history of young adult literature, strategies for promoting reading for information, pleasure and lifelong learning, supporting diverse learners, and using materials in multiple formats. Students will select, evaluate, discuss, and use young adult literature and related materials.

This course surveys trends and selection tools in literature and reading for adult library patrons. The course will include the exploration and evaluation of popular fiction and non-fiction genres in various formats across life stages in adulthood. Students will gain knowledge in performing reader’s advisory and the development of programming to meet the diverse needs and interests of adult readers.

This course explores the use, selection and evaluation of literature and media that use sequential art to tell stories in a visual format: comics, webcomics, graphic novels, and more. The course will include the history of the sequential art format; an exploration of reading through a variety of graphics, text and media; and a survey of current and historical titles for all ages. Students will explore resources for selecting and evaluating materials in graphic format as well as specific applications for graphic materials in classrooms and libraries.

This course introduces narrative structure and technique using a variety of different media. It explores storytelling for the purpose of informing, entertaining and/or educating in an information setting. Storytelling strategies help students gain communication skills and practice. Students will explore the and demonstrate the use of storytelling for a variety of age groups, from preschool through adults, and for special audiences.

This course examines the importance and practical creation of library services and programming for children from birth to age 5. Topics includes a foundational examination of childhood development, program planning and development, and program evaluation. Students will examine appropriate program evaluation techniques and develop strategies for creating on-going and one-time programs developmentally appropriate for young children considering community collaborations, budget and funding, management and leadership, advocacy, and marketing.

This course introduces current and future information professionals to user-centered design in library and information studies. Students learn how to conduct research with users, gather users' requirements, and develop intuitive, user-friendly interfaces (e.g., software, mobile applications). Theories and techniques for engaging users and designing user-centered interfaces are learned and applied.

This course explores online and in-person literacy and research instruction in the library and information contexts. Topics include information literacy models, standards, and theories. Students will gain practical experience planning, implementing, and assessing library instruction and digital learning objects through a variety of delivery methods.

This course draws on research-based theory of pedagogical best practice to discuss, model, and apply practical teaching strategies and methods in the context of a school library. Topics include strategies to implement effective classroom management in the library learning environment, engage library learners and assess their performance, and build collaborative relationships with teaching peers. Students will complete 20 hours of observation in a school library and reflect on these experiences, create a personal teaching philosophy, respond to learner behaviors in a library setting, create assessments for student learning, develop and teach a lesson for k-12 learners, and deliver a PD session for teaching peers.

This course will explore planning, evaluating, and administering programs and services designed to meet the needs and interests of individuals and groups in libraries and their communities. Topics include program design, needs assessments, serving different populations, partnerships, marketing, budgeting, and more. Students will gain practical experience through a series of scaffolded assignments, discussions, and proposals.

This course addresses the needs of the lesbian, gay, bisexual, transgender, queer, intersex, asexual plus (LGBTQIA+) community served by public libraries. This course is designed to bring particular issues the LGBTQIA+ community may have in relation to public libraries to the forefront and provide students with the tools to address these issues in the field. Topics include censorship, classification, collection development, advocacy, and outreach. Students will complete evaluations, analyses, and discussions related to these topics and the LGBTQIA+ community in public library spaces.

Examines the concepts and issues related to the lifecycle of recorded knowledge and information including emerging technologies and addresses the fundamentals of planning, selecting, analyzing, managing, and developing collections and technology resources for diverse communities. Topics include the philosophy, principals, and methodologies of collection development in a variety of library and information settings. Emphasis is placed on understanding the library environment and selection and acquisition of materials, inclusive of print and non-print items. Students will gain knowledge and experiences with needs assessment, planning, analyzing, and managing collections of print, digital, and technological tools. Students will also develop a targeted plan to address identified needs including a budget and presentation to stakeholders.

This course provides a focused internship experience that supports developing the knowledge, skills, and understanding required to participate in the day-to-day operations of a library or information setting. Central to the purpose of the internship is the valuable learning experiences interns gain in an authentic setting. Topics include self-assessment and exploration of information careers in a library or information environment. Interns also gain proficiency in the identification, analysis, and resolution of issues using data-driven problem-solving techniques. They gain insights into the operation of information work places, their professional goals, and how these goals can be achieved. Interns progressively develop skills through an experiential approach documented through formative and summative evaluations, as well as in the final Impact Project. Students taking this course for school library endorsement may have additional requirements/prerequisites.

This course provides a focused internship experience that supports the planning, development, and instruction of PK-12 learner projects in a school library setting. Central to the purpose of the internship is the valuable learning experiences interns gain in an authentic setting. Topics include self-assessment and exploration of information careers in a K-12 school environment. Interns also gain proficiency in the identification, analysis, and resolution of issues using data-driven problem-solving techniques. They gain insights into the operation of information work places, their professional goals, and how these goals can be achieved. Interns progressively develop skills through an experiential approach documented through formative and summative evaluations well as in the final Impact Project. This course is for students who are already licensed teachers or who are seeking initial licensure in school librarianship.

This course will explore the critical issues and established best practices of library management and leadership. Topics include communication, core values, strategic planning, organizational culture, human resources, assessment, fundraising, and advocacy. Students will develop the skills necessary to plan, establish, and operate a modern library at the building level.

This course focuses on library services and the curriculum of the school. Content includes techniques for curriculum design and development, information skills instruction, instructional partnerships, advocacy, assessment of learners and the library, and implementation of integrated library instruction. Students will explore the National School Library Standards and situate these within the context of learners and learning, develop collaborative instruction, and deliver a unit of instruction within a K-12 school library setting.

This course focuses on the fundamental and uniform principles of information resource description and availability. Topics include cataloging, processing, organizing and accessing of materials. Students will develop the ability to apply and adapt the principles of classifying and cataloging and will understand how these fundamental skills fit into the broader area of technical processing and how they support the principles of services in libraries and other information environments. They will engage in discussions and practical assignments to develop applicable professional skills and prepare them for basic material organization or advanced cataloging courses.

This course explores the theories, structures and practices that underpin modern information retrieval systems. Students will examine both foundational and emerging approaches to organizing and accessing information in digital environments. Topics include database structures for information retrieval, query formulation and optimization, academic and commercial search platforms, and the impact of artificial intelligence and machine learning on information search and discovery. Students will develop practical skills in analyzing user information needs, constructing complex search queries, evaluating outcomes, and supporting users through instruction and reference services while utilizing real world databases and digital search tools.

This course provides thought-provoking background and practical suggestions for engaging with a diverse population. Participants explore their own assumptions about race, class, and culture and learn strategies for creating environments and an open dialog that are culturally inviting to all.

This course examines the principles and practices of assessment and evaluation within library and information science through historical, theoretical and practical lenses. Topics include foundational and contemporary evaluation theories, standards of practice, data collection methods and the alignment of assessment strategies with the institutional goals and user needs. Students will design an evaluation of a current library service or resource that is connected to library goals and objectives with a presentation to effectively communicate data to various stakeholders.

Trauma-Informed Librarianship is crafted to equip students with both the theoretical foundations and practical skills necessary for effectively serving diverse populations affected by trauma. Students will build capacity to analyze library practices and develop trauma informed responses. Students will leverage these skills to establish a library environment that is welcoming, supportive, and inclusive for everyone.

This course will explore leadership as a theoretical discipline as well as practical skills needed to effectively lead an organization. Topics include, budget, strategic planning, human resources, advocacy, programming and procurement. Students will work in leadership teams to create library plans, develop and evaluate budgets and services, communicate with stakeholders, and promote library development with employees and the community at large.

The course will address systems, technology and trends in cataloging and metadata environments. Cataloging and metadata principles introduced in LIBS 677 are further developed and applied in this course. Students will apply principles of bibliographic description, subject analysis, and classification to a variety of formats including multimedia, serials, and online resources.

This course will explore the essential role of academic libraries within colleges and universities, emphasizing their contributions to teaching, learning, and research. Topics include the historical development of academic libraries, organizational structures, core services, emerging trends, and the future of the profession. Students will gain a thorough understanding of the academic library environment, engage in critical professional discourse, and develop well-informed, forward-looking perspectives on the evolving roles and responsibilities of academic librarians.

This course explores a wide variety of topics in public librarianship through guest speakers, student-led discussion boards, and extensive reading. Topics include the historical background of public libraries in the United States, their role in the community; current trends and future directions, as well as exposure to different roles in public libraries. Students will describe the role of public libraries in U.S. history and in current society; understand the organizational structure and governance of public libraries; identify and describe broad issues and current trends in public libraries; and critically evaluate roles, responsibilities, and expectations for public librarians.

An introduction to the nature of archives and special collections. The course explores the history of special collections, archives, records, and cultural memory. Aspects of the profession including ethics, values, financial and legal responsibilities are included. Students will be introduced to the basic knowledge, tools, methods and practices associated with archival work.

In this seminar course, students will explore current social justice issues through an activist framework. Historical and contemporary frameworks, positions, and initiatives related to the library profession will be considered. Students will examine professional structures, documents, emerging frameworks and social actions as they relate to specific topics of social justice relevant to the library field.

This course provides opportunities for graduate students to explore current topics, trends and issues related to libraries and information studies.

This course is an independent study of special topics in Library Science.

This course is a pass/fail course for master's students in their final semester. It may be taken to fulfill the registration requirement necessary for graduation. All master's students are required to be registered for at least one graduate credit hour in the semester of their graduation.