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General Information Certifications |
Areas of Emphasis |
This major provides increased knowledge of the current developments in the social and behavioral sciences and their applications to education. Theory and methods for preparing students to become citizens of the twenty-first century are emphasized. Toward this end, the following themes are contained in social science area courses:
- teaching of basic and higher order thought and reasoning processes,
- using high technology in schools and society,
- working with increasingly complex social issues and problems, and
- understanding the role of the United States in an interdependent world.
Goals for the Social Science MAT Program
- Based on inquiry and scholarship, graduate students demonstrate advanced knowledge of the specialty areas and their development as global citizens.
- Based on content, current events, best practices, research, and theory, graduate students engage in continuous reflection of learning, content areas, and instructional strategies that are responsive to students' thinking, experiences, and interaction in our world.
- Through collaboration with colleagues, parents, counselors, and community resources, graduate students reflect on their roles as leaders of change and on how the social sciences impact these relationships and systems.
- Approach learning and teaching with respect for and understanding of diversity.
After completing 9 credit hours within an MAT major, all MAT degree-seeking students are required to be advanced to candidacy. Please refer to the Advancement to Candidacy section in this catalog for specific guidelines.
Social science majors are required to complete 33 credit hours, including at least 18 credit hours in social science courses. Successful completion of SOCS 5000 and EDUC 5460 or EDUC 5800 must be included in the 18-credit-hour social science requirement. If one of the emphasis areas below is also selected, those requirements must be met for completion of the program.
Emphasis in Educational Psychology
12 credit hours (3 credits of required coursework, and 9 elective credits)
Teaching is both an art and a science. It is the field of psychology that provides a significant source of scientific insights into teaching. Through the study of psychology applied to education, MAT students learn about theory and research pertaining to learning, development, and motivation. Educational psychology coursework develops skills in several areas including self-assessment, reflective teaching, interpreting and evaluating research studies in education, and conducting educational research. The study of educational psychology helps current and future teachers to appreciate differences in learning and to adapt teaching to individual learners' needs. In keeping with the mission of Webster University, MAT students with an emphasis in educational psychology are encouraged to gain "international perspectives" and to develop "a life long desire to learn and a commitment to contribute actively to their communities and the world."
Goals for Educational Psychology Emphasis
- Demonstrate knowledge of psychology applied to education.
- Understand, apply, and conduct educational research.
- Demonstrate respect for diversity through responsive teaching that values individual differences and international understanding.
- Develop self-assessment skills and the ability to reflect on roles educators can take as leaders of change.
Students seeking an emphasis in educational psychology should select EDUC 5800 Applied Research to fulfill the Social Science major requirement. In addition to SOCS 5000 and EDUC 5800 the following course is required for the educational psychology emphasis:
Required Course
- EPSY 5130 (formerly SOCS 5130) Educational Psychology 3 hours
Electives
Three courses (minimum of 3 credit hours per course) pertaining to educational psychology from the following list:
- EPSY 5060 (formerly SOCS 5060) Assessment and Evaluation of Academic Performance 3 hours
- EPSY 5110 (formerly SOCS 5110) Social and Personality Development 3 hours
- EPSY 5150 (formerly SOCS 5150) Resiliency and Self-Concept Development 3 hours
- EPSY 5160 (formerly SOCS 5160) Advanced Child Development 3 hours
- EPSY 5170 (formerly SOCS 5170) Behavioral Management 3 hours
- EPSY 5180 Advanced Educational Psychology 3 hours
- EPSY 5290 (formerly SOCS 5290) Family Counseling 3 hours
- EPSY 5370 (formerly SOCS 5370) Counseling 3 hours
- EPSY 5510 (formerly SOCS 5510) Psychosocial Aspects of Migration 3 hours
- EPSY 5520 (formerly SOCS 5520) Children, Culture, and Violence 3 hours
- EPSY 5540 (formerly SOCS 5540) Psychology of Early Adolescence 3 hours
- EPSY 5810 (formerly SOCS 5810) Adolescent Psychology 3 hours
- SPED 5830 Evaluation 3 hours
- EPSY 5880 (formerly SOCS 5880) Psychology of Memory, Learning, and Problem-solving 3 hours
- EPSY 5890 (formerly SOCS 5890) Psychology of Stress 3 hours
- EPSY 5980 (formerly SOCS 5980) Motivation in the 21st Century Classroom 3 hours
Emphasis in Educational Technology
Twelve credit hours, using at least two different course numbers from the following courses, are required:
- EDTC 5100 Teaching with Technology: Methods and Materials 2-3 hours
- EDTC 5250 Programming Languages (any topic) 3 hours
- EDTC 5290 Media Applications (any topic) 2-3 hours
- EDTC 5330 Theoretical Perspectives (any topic) 2-3 hours
- EDTC 5560 Internet Applications (any topic) 2-3 hours
- EDTC 5630 Advanced Topics in Classroom Technologies (any topic) 2-3 hours
Emphasis in Immigrant and Refugee Studies
The emphasis in immigrant and refugee studies provides educators with the knowledge and skills necessary to meet the educational, social, and emotional needs of children and families who are facing multiple challenges as they migrate to new cultures and countries. Most often the educators who work with immigrants and refugees are also second language teachers. In addition to language instruction, these teachers share cultural experiences and provide a "welcoming oasis" for newly arrived refugees and immigrants. Students who are not currently certified in teaching English as a second language or English as a foreign language may seek additional coursework in those areas.
Core Courses (12 hours required)
- COMM 5350 Intercultural Communications 3 hours
- EPSY 5510 Psychosocial Aspects of Migration 3 hours
- EPSY 5520 Children, Culture, and Violence 3 hours
- SOCS 5500 Practicum in Immigrant and Refugee Studies or COMM 5340 Language Arts Seminar: Practicum in ESOL 3 hours
International experience and the study of a second language are strongly recommended. Students may substitute the practicum requirement with an approved study abroad course.
Emphasis in Inclusive Education
The emphasis in inclusive education is designed to provide classroom teachers, regular and special educators at the preschool, elementary, and secondary levels, with the knowledge base, practical applications, and strategies necessary for implementing a successful inclusive education program, appropriate to the diverse needs of students in today's regular classroom. This emphasis will enable practicing teachers to investigate issues and examine strategies that relate to the education of all students, regardless of ability, in their local school. In addition to the two required courses for the respective major, students must complete at least 9 credit hours of appropriate coursework related to inclusive education.
The following two courses are required for the area of emphasis in inclusive education:
- EDUC 5080 Planning for the Inclusive Classroom 3 hours
- EDUC 5090 Curricular and Instructional Adaptations 3 hours
In addition, students select one course from the following courses:
- SPED 5250 Behavior Management for Children with Special Needs 3 hours
- SPED 5260 Career Preparation for Students with Special Needs 3 hours
- SPED 5270 Advocating for Persons with Disabilities* 3 hours
- SPED 5290 Collaboration and Cooperative Teaching* 3 hours
- SPED 5300 Communicating with Families and Disabled Persons 3 hours
- SPED 5330 Legal Issues in Special Education 3 hours
- SPED 5370 Educating Students with Physical and Health Impairments* 3 hours
- SPED 5480 Learning and Behavior Problems in the Classroom 3 hours
* These courses are also offered as ECED 5830 Topics in Early Learning.
See Special Education for course listings and course descriptions.
Emphasis in the Middle School/Adolescent Cluster
This group of courses is designed for teachers and other educators who deal with the adolescent.
In addition to SOCS 5000 and EDUC 5460, the following courses are required for the middle school/early adolescent emphasis:
- EPSY 5540 Psychology of Early Adolescence 3 hours
- SOCS 5700 Middle School History and Philosophy 3 hours
Emphasis in Secondary Social Science
This group of courses focuses on the skills and knowledge necessary for teaching social studies in high schools, junior high schools, and middle schools. In addition to the two required courses, the following courses are required for the secondary social science emphasis:
- SOCS 5030 Contemporary World Affairs 3 hours
- EPSY 5810 Adolescent Psychology 3 hours
Emphasis in Humane Education and Character Development
The emphasis in humane education and character development provides educators with coursework in the history, philosophy, and practice of humane education, character development, and environmental education. These movements have aimed to promote values such as empathy for all living beings and an appreciation and sense of stewardship for the natural environment. The emphasis is designed to provide educators with the knowledge and skills necessary for instructional leadership in humane education and character development. Students will design, present, and evaluate curricula that integrates humane and environmental principles.
Twelve credit hours, using 6 credit hours from the required list below and 6 credit hours from the elective courses listed below:
Required Courses
- EDUC 5230 Foundations of Humane Education 3 hours
- SOCS 5050 Studies in Character Education 3 hours
Electives
- COMM 5051 The Role of Narrative in Humane Education 3 hours
- EPSY 5110 Social and Personality Development 3 hours
- SCIC 5090 Experiments in Environmental Education 3 hours
Gifted Education Certification
A valid Missouri teacher's certificate and the following listed courses are needed before a certificate can be granted in gifted education. State certification is issued through Missouri's Department of Elementary and Secondary Education.
- Psychology of the Exceptional Student 2-3 hours
9 credit hours from the following (minimum of 2 credit hours per course):
- The Gifted Learner
- Program Planning and Evaluation: Administration and Supervision
- Screening, Assessing, and Evaluating Gifted Students
- Curriculum and Instruction for the Gifted
- Meeting the Affective Needs of Gifted Children
- Graduate Research course 3 hours
- Practicum 3 hours
Students interested in pursuing any certification should have their transcripts evaluated and be advised by the Webster University Certification Office.
Note: Other MAT courses with the EDUC prefix are listed under Multidisciplinary Studies and Special Education. Undergraduate EDUC courses (those with a number below 5000) are listed in the Undergraduate Studies Catalog.
EDUC 5460 Curriculum Design (3)
This course is designed to help individuals plan learning experiences. Topics included are technology in the classroom, research regarding learning, models of curriculum design, and methods of evaluation. Each student develops a curriculum package that has direct application to his or her particular teaching situation.
EDUC 5800 Applied Research (3)
This course enables students, through action research projects, to develop strategies for problem solving within their classrooms and procedures for conducting self-study as it relates to, but is not limited to, teacher behaviors, learning outcomes, curriculum, policy development, and behavior management. Prerequisites: advancement to candidacy and permission of the instructor. This course may be substituted for EDUC 5460 Curriculum Design.
EPSY 5060 Assessment and Evaluation of Academic Performance (3)
Students explore the use of assessment methods to evaluate student achievement and instructional effectiveness. Topics include descriptive statistics, measurement, and assessment methods used in standardized achievement tests. Curriculum-based evaluation devices (oral and written tests, scoring rubrics, grading practices, etc.) as well as informal teacher assessment and evaluation of student learning and behavior are reviewed.
EPSY 5110 Social and Personality Development (3)
The content of this course focuses on the theories that explain the growth of social concepts (e.g., responsibility, sharing, friendship, rules, sex roles); the development of values and conscience; and the emerging personality of children and adolescents. Students explore ways of working with children and youth in enhancing the development of these concepts.
EPSY 5130 Educational Psychology (3)
Students explore the nature of human growth and development from the perspective of learning, examine how individuals function within schools, and consider the manner in which self-image impacts on the learning process. Theoretical knowledge and practical applications are stressed.
EPSY 5150 Resilience and Self-Concept Development (3)
The purpose of this course is to provide theoretical frameworks, specific concepts, and teaching strategies that help enhance student engagement, self-concept development, interpersonal understanding, and psychosocial resilience in the classroom.
EPSY 5160 Advanced Child Development (2-3)
Child development is the scientific study of the physical, cognitive, social, and personality changes that occur throughout the childhood years. This course is based on recent research in education and child development that aids the teacher in guiding learning activities of children of preschool age through early adolescence.
EPSY 5170 Behavioral Management (3)
Teachers are acquainted with techniques to understand and change student behavioral patterns, and learn to observe and interpret classroom behavior, drawing from psychodynamic, ecological, humanistic, and behavioral models. Participants explore various intervention and prevention strategies.
EPSY 5180 Advanced Educational Psychology (3)
In Advanced Educational Psychology students will investigate psychological research pertaining to education, employ researcher's observational skills and hypothesis testing methods, and discover how the scientific method can be used to improve teaching and learning in schools.
EPSY 5290 Family Counseling (3)
This course is designed for the educator who is interested in providing the student and family with specialized individual attention. Special emphasis is placed on basic communication skills for individual and group work and on various educational and community services that are available to individuals and families. May be repeated for credit if content differs.
EPSY 5350 Intercultural Communications (3)
In order to function effectively in an interdependent world, we need to get along with and understand people vastly different from ourselves. In this course, students explore the values of their own culture, the extent to which thoughts and perceptions are shaped by cultures, and the expression of cultural differences in education.
EPSY 5370 Counseling (3)
This course focuses on the communication skills teachers can use in working with students, parents, and administrators. The theory and application of at least one counseling approach are examined in depth. The emphasis is on the practical applications of communication skills. May be repeated for credit if content differs.
EPSY 5510 Psychosocial Aspects of Migration (3)
This course examines the psychosocial aspects of migration. Students learn to identify the needs of immigrant and refugee children and families, and how to help these families adapt to living in new environments.
EPSY 5520 Children, Culture, and Violence (3)
Students in this course will research and debate the psychological impact of violence on children. Topics include the effects of violent toys, games, and television and the impact of community violence on the lives of young people. How war or the threat of war affects children's development is studied. Students will critically evaluate violence prevention programs and discover ways to promote peaceful classrooms.
EPSY 5540 Psychology of Early Adolescence (3)
This course focuses on the psychological growth and development of the early adolescent (ages 9-15). Participants examine the physical, intellectual, personality, and emotional development; sexuality; and the social adjustment of the transescent child. The course also explores the relationship of the school environment to the child's development.
EPSY 5800 Applied Research (3)
This is an introductory course in educational research methodology; basic concepts of research design, strategies of qualitative and quantitative research, and basic statistical procedures are introduced. This course enables students to read, interpret, and evaluate educational and psychological research and to plan research. Students will learn to analyze the purposes and requirements of designing and developing a proposal for a research study and become familiar with Webster University’s IRB.
EPSY 5810 Adolescent Psychology (3)
This course involves the theoretical and empirical study of adolescence. Topics addressed include physical development, intellectual development, values and moral development, social problems, sexuality, and discipline. Students examine the educational applications for each topic.
EPSY 5880 Psychology of Memory, Learning and Problem-solving (3)
Students examine current research concerning cognitive psychology, memory, reasoning, problem-solving, and learning systems. Emphasis is placed on studying metacognitive strategies and the development of expertise.
EPSY 5890 Psychology of Stress (3)
This course focuses on the biological and psychological foundations of stress. Specific techniques for handling school- and classroom-related stressors and tensions are examined.
EPSY 5980 Motivation in the 21st Century Classroom (3)
This course examines current thinking, theory, and practice regarding achievement motivation. Students will review theories of motivation, including social cognitive, self-determination, goal orientation, and "flow" theory. Implications of these theories for the classroom will be studied, and practices that derive from these theories and concepts will be developed in a course project.
SOCS 5000 Interdisciplinary Course
Students entering the program are required to take the interdisciplinary course. There are opportunities to work across discipline lines with faculty from other departments, to help develop minicourses to meet specific needs, and to work with teachers from all educational levels in a cooperative manner that encourages sharing of knowledge. May be repeated for credit if content differs.
- Global Awareness (2-3)
Students explore the issues, philosophies, and methodologies in teaching global awareness education in grades K-12. Topics arising from the present nuclear-age, interdependent civilization, including population, values, the environment, diplomacy, and international economics are addressed. The inclusion of these issues in elementary and secondary school curriculum is also examined. - Multiethnic Education (3)
This course examines issues arising from the debate as to the manner in which curriculum reflects the diversity of American society. This course explores various viewpoints regarding minority and set gender curriculum issues, as well as the meaning of Eurocentric approaches to the past and present.
SOCS 5010 Social Studies for Secondary Schools (2-4)
This course is designed to assist participants in gaining an overview of significant social studies curricula being used at the secondary level. It also introduces students to the area of historiography, which enables them to understand specific ways students can grasp the historical process.
SOCS 5030 Contemporary World Affairs (2-3)
A crucial feature of the twentieth century has been the globalization of human society. Participants in this course examine the key world issues affecting us, including their origins, current status, and prospects for the future. Particular emphasis is on global survival issues and their interrelationships. May be repeated for credit if content differs.
SOCS 5040 Modern Asian Civilization: Modern China (3)
Students examine the background of Western impact on traditional China, the revolution in China leading to the creation of the People's Republic of China, and current U.S. relations with China. The course focuses on 10 to 15 problem questions using readings and discussions. May be repeated for credit if content differs.
SOCS 5050 Studies in Character Education (3)
This course examines the psychology and application of character and values education as it relates to humane education. Students reflect on the developmental perspectives of prosocial behaviors such as cooperation and compassion. Research on programs that aim to instill student values (e.g. responsibility, prosocial behavior, kindness) are evaluated. Classroom applications of character education programs are explored.
SOCS 5070 Teaching Methods for Adolescents (3)
The focus of this course is teaching strategies, curricular approaches, classroom methods, resources, and materials for working with middle school, junior high, and senior high school students. Discussion covers the practical classroom applications of various theories and research in adolescent development.
SOCS 5080 Topics in Classroom Computing (1-3)
Participants examine a specific topic, programming language, or application methodology for using computers in the classroom, especially in the language arts and the social studies. May be repeated for credit if content varies.
SOCS 5180 Gifted Education Practicum (2-4)
This practicum provides supervised field experience in programs for gifted children. In the summer, students work in various programs. During the school year, students work in classrooms for the gifted. Students must complete an application with the University School Programs Office. Prerequisite: permission of the advisor and University School Programs Office.
SOCS 5190 School as a Workplace for Teacher Leaders (3)
This course focuses on the role of the teacher as a leader in the classroom, school and wider community. Students examine the different ways in which teachers provide leadership both inside and outside the classroom. The positive effects of teacher leadership in areas such as instructional coaching, adoption of technological innovations, service through school committees as well as local and national advisory boards will be explored. Evidence based approaches to teacher leadership and their effect on student learning will also be examined.
SOCS 5200 Independent Study (1-3)
MAT students with special interests or needs that are not met by existing curricula may request that a member of the faculty supervise an independent study. Together the student and faculty member decide the content of the independent study and the criteria for evaluation. In no case is an independent study set up when an existing course already covers the subject. May be repeated for credit if content differs.
SOCS 5210 In-Service Education (1-4)
Various graduate in-service courses are offered that are not part of the existing MAT curricula but provide experiences important to the academic and professional development of educators. Consult the semester course listings for specific topics. Prerequisite: prior approval of the MAT advisor. May be repeated for credit if content differs.
SOCS 5250 Topics in Economic Education (3)
Students work with new materials in economics education and study selected topics in economics. May be repeated for credit if content differs.
SOCS 5260 Topics in Geography (3)
A combination of work with experimental units in geography as well as geographical concepts, the course is of interest to teachers seeking ways to make geography more relevant to the lives of students. May be repeated for credit if content differs.
SOCS 5270 Westward Expansion in the United States (1-3)
This course examines significant developments in the expansion of the United States into the western territories. Events such as The Louisiana Purchase, The Lewis & Clarke Expedition; The Missouri Compromise and the California Gold Rush will be explored. May be repeated for credit if content differs.
SOCS 5280 Early Civilizations of the Americas (3)
This course uses multimedia and virtual field trips to explore early American civilizations throughout the Americas. It utilizes a problem based inquiry approach to examining the archeological record of prehistoric civilizations in the Americas from the first origins of agriculture to European contact and interaction. May be repeated for credit if content differs.
SOCS 5400 Issues in Education
This course provides an opportunity to examine a selected issue area in education through readings, discussion, and individual projects. May be repeated for credit.
- Family Transitions (3)
Students in this course examine the impact of modern family dynamics on young children and adolescents. Topics include family stress, blended family dynamics, and single-parent families. Emphasis is placed on the teacher's role in working with parents and students experiencing these transitions. - St. Louis History (2-3)
Students are engaged in a chronological, thematic approach to teaching St. Louis history within the content of national American history. Use of primary materials and material culture in the classroom is emphasized. Students are expected to produce and teach a St. Louis history lesson plan based on primary materials and to write short papers (two to three pages) based on assigned readings/discussion questions during the course. - Urban Education (3)
This course examines contemporary issues in education through means of discussion, reading, and individual projects. Participants study key controversies, such as busing, open enrollment, the urban school, and teacher movements.
SOCS 5410 In-Service Topics (1-3)
In-service courses are designed to provide MAT degree-seeking students with practical applications of contemporary research and methodology to improve classroom effectiveness. These courses have been approved for the MAT with prior approval of the student's advisor. May be repeated for credit if content differs.
SOCS 5490 Seminars in Social Sciences (1-3)
Seminars are designed to focus on contemporary research and classroom application of these data. May be repeated for credit if content differs.
SOCS 5500 Practicum in Immigrant and Refugee Studies (3)
After exploring the educational, social, and emotional needs of immigrants and refugees, students enrolled in this practicum will work with children and families on a regularly scheduled basis in a community setting. Prerequisite: permission of the instructor.
SOCS 5680 Historical Biography (3)
This course examines the lives and influences of one or more persons in American society who have shaped historic events in the19th and 20th centuries. Focus is on how historic personalities contributed to the dialogs and activities which have supported the advancement of individual rights and freedoms in the struggle for equal access and participation in the United States. May be repeated for credit if content differs.
SOCS 5690 American Government (2-3)
This course focuses on the decision-making process in American government by examining several case studies. There will be extensive class discussions and advanced level examination of the dynamics of government in the United States. May be repeated for credit if content differs.
SOCS 5700 Middle School History and Philosophy (3)
Students examine the history of the middle school movement and its evolving philosophy. Implications for school design, organization, and curricula are also studied.
SOCS 5740 Consumer Education (3)
Designed to assist teachers in preparing students for consumer education, this course explores significant ideas concerning how and why one should become aware of issues in modern consumerism.
SOCS 5750 Special Institute
Webster offers various institutes to provide a wide range of workshop experiences and contemporary topics within the social science program. May be repeated for credit if content differs. For more specific and current information, see the current course offerings.
- Eighteenth Century Tidewater Virginia (3)
Explores the social and material culture of eighteenth-century tidewater Virginia. Emphasis areas include gender issues, Native American, European, and African interactions that helped shape and define the American character. - Colonial Williamsburg Field Study (3)
Enjoy a field based course where Pre-service students will be engaged in the Living History museum at Colonial Williamsburg, Virginia, and will be exposed to new pedagogical practices in the field of the social sciences. Theoretical paradigms from multiple intelligences, constructivism, living history, and museum interpretation will be explored. Students will live in the historic museum for 4 days/3 nights and immerse themselves in eighteenth-century Virginia culture. Expert historians, interpreters, social studies educators, archivists, and curators along with a professor and master teacher will lead the course. This course will meet certification methods requirements for elementary, middle, and secondary certification in social studies. - Understanding the African-American Child (2-3)
This course is intended to provide students with research and data about issues in the black experience that affect motivation, discipline, and cognition. Information is shared about learning styles, the psychology of performance, curriculum materials, and teaching strategies that can be applied to classroom instruction.
SOCS 5760 Middle School Curriculum and Instruction (3)
Students examine curricular and instructional strategies for the middle school. Interdisciplinary curricula, evaluation of instruction and learning, instructional technologies, and personalization of learning are discussed.
SOCS 5840 Comparative Educational Systems (3)
Comparing educational systems from various countries increases international understanding and provides insights into our own education methodology and values. Each participant is responsible for researching a particular system and providing an abstract for class evaluation and discussion.
SOCS 5910 Curriculum and Instruction for the Gifted (3)
Students study the basic premises of curriculum design and classroom structure appropriate for gifted and talented students. A variety of curriculum models and strategies for teaching the gifted are discussed.
SOCS 5920 Meeting the Affective Needs of Gifted Children (3)
This course reviews the affective needs of gifted students and ways to provide services to meet those needs. Students study the social and emotional development of the gifted child. They address the issues of self-esteem, underachievement, leadership, and social relationships, and discuss helping the families of gifted children.
SOCS 5930 Screening, Assessing, and Evaluating Gifted Students (3)
This course is for graduate students who are pursuing certification in gifted education. Theory of testing, analysis of standardized tests, development of testing procedures, and analysis of test data for the gifted are covered. Emphasis is on intelligence testing, assessment of creativity, and interpretation and integration of test data.
SOCS 5940 Gifted Program Planning and Evaluation (3)
This course offers an understanding of administration and supervision of gifted programs and provides students already familiar with the educational theory and models in gifted education with an overview of the skills needed to plan and supervise a defensible program for gifted and talented students. Topics in identification, curriculum design, in-service preparation, grant writing, and community relations are covered.
SOCS 5970 The Gifted Learner (3)
Participants in this course examine current issues in the field of education for the gifted. Programs, teaching methods, and curriculum for the gifted are presented in the course.
SOCS 5990 Independent Scholar (1-3)
MAT graduates with special interests or needs that are not met by existing curricula may request that a member of the faculty supervise an independent study. Together the student and faculty member decide the content of the independent study and the criteria for evaluation. In no case can an independent study be set up when an existing course already covers the subject. Prerequisite: must be an MAT graduate. May be repeated for credit if content differs.
SOCS 6000 Advanced Graduate Certificate Project (3)
The advanced graduate certificate (AGC) project is the culminating experience in the AGC program. The student chooses a faculty member to supervise this final project. Examples include a presentation or demonstration for an MAT class, a school district, a local board of education, or a community group; a paper or research project which might be published or distributed within an appropriate school, community group, or for a large audience; or an action project designed and implemented within the student's place of employment. Prerequisite: permission of the AGC coordinator.
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