May be repeated to a maximum of six semesters.

May be repeated indefinitely.

A study of the historical foundations of American education.

The study of campus and community - "Town and Gown" - as part of local history. It includes reading a variety of sources - novels, memoirs, historical documents, and scholarly articles plus field studies.

This course is an application-focused course that provides an overview of program evaluation. This course will cover the types of evaluation, the theory associated with evaluation, and the tools most commonly applied to the evaluation process. Students will develop an appreciation for the flexibility needed in order to perform evaluation tasks in practical situations related to their area of expertise.

This course is intended to familiarize students with the academic writing process and expectations. Topics include: qualitative writing, quantitative writing, and program evaluation report writing. Other specific writing topics may also be explored.

This course is constructed to link reflective practitioner objectives of the MIC program to scholarly interests of "social foundations" faculty in the UK College of Education. The implicit objective of social foundations courses (e.g., Philosophy of Education, History of Education, Politics of Education, etc.) is to assist students in understanding the social nature of education in our society; to think critically and reflectively about education; and to recognize education as an area of inquiry in which systematic study can benefit practice.

This course considers college and university faculty in their roles as researchers, teachers, and community/institutional servants. The class considers from various theoretical perspective who faculty are, what they do, and how they relate to the environments and cultures in which they work.

This course concerns major moral challenges for leadership in educational decision making. These include conflicts between religion and ethics, as well as the responsibilities of and for education in democratic societies. We will draw on resources from bioethics and ethical norms that have arisen in relation to the performance of research on human subjects to examine and reveal the ways in which historical norms are applied, updated, challenged, and revised in the light of new democratic contexts, particularly applied to the contexts of colleges and schools.

The course is designed to enhance the professional educator's competence in analyzing and evaluating educational policies and programs. Theoretical frameworks, philosophical methods, and current educational debates are examined. May be repeated once to a maximum of six credits.