COLLEGES AND SCHOOLS 191
EFD: EDUCATIONAL FOUNDATIONS COURSES
EFD 200 Introduction to Education (2-3). Function of education in our society; duties and
qualifications of those who teach in the public schools. Lab experience.
EFD 403 Instructional Media in the Public School (3). Theories which underlie the utilization of
instructional techniques to include production of materials to be used on equipment items available in
EFD 483 The Role of Education in Society (3). Consideration, analysis, and evaluation of
contemporary education; modern educational ideas viewed as reflections of the cultural matrix in
which they are produced as well as tools to influence the direction of further cultural development.
(Liberal Studies course, not open to students in teacher education programs.)
EFD 503 Instructional Media and Materials (3).
EFD 610 Introduction to Research (3).
EFD 620 Research Design (3).
EFD 630 School Law for Teachers (3).
EFD 660 Advanced Instructional Media (3).
EFD 670 Philosophy of Education (3).
EFD 671 History of American Education (3).
EFD 672 Comparative Education (3).
EFD 673 International Education (3).
EFD 677 Educational Sociology (3).
EFD 693 Public School In-Service Workshop (1-3).
EFD 703 Sociological Foundations of Education (3).
EFD 704 Anthropological Foundations of Education (3).
EFD 711 Philosophical Foundations of Education (3).
EFD 712 Psychological Foundations of Education (3).
EFD 797 Dissertation Development (3).
EFD 798 Dissertation Seminar (3).
LS: LIBRARY SCIENCE COURSES
LS 300 Introduction to Librarianship (3). History of libraries; librarianship as a profession, including
literature of the field, and a general overview of the kind of libraries and library services.
LS 301 Reference and Bibliography (3). Reference services and the use of basic reference materials.
LS 302 Classification and Cataloging (3). Basic tools employed in the processing of library materials.
LS 303 Library Practice I (2). Actual work in a school, college, or public library. Prerequisite: LS 301,
LS 315 Library Practice II (2). Aid for the teacher who has charge of a school library.
LS 400 Principles of Book Selection (3). Chief aids in selecting books for all types of libraries;
comparison of editions and translations, and a critical consideration of reviews.
192 COLLEGES A N D SCHOOLS
LS 401 Administration and Organization of School Libraries (3). Functions, organization, control,
and equipment of the school library; relationship of the librarian to the administration and to the
instructional program of the school.
LS 402 History of Books and Printing (3). Written communication from the earliest times to the
present; examination of examples of the printer's art through the ages.
CURRICULUM AND INSTRUCTION
Faculty: L. Applequist, J. Barnes, R. Bruton, H. Cannon, R. Ciscell, E. Sage, B. Feather, C.
Carey, R. Hagelberg, D. Harper, R. Heinz, M. Jander, J. Lepich, S. McClanahan, M. Miller,
M. Morehead, B. Murphy, F. Odle, D. Peterson, D. Platz, N. Rost, J. Ryan,). Schnorr, P.
Staskey, H. Stitt, M. Tanner, C. Taylor, M. VerVelde, R. VerVelde.
The primary objective of the Curriculum and Instruction Department is to contribute to
the preparation of teachers. Through selection and improvement the outcome will be
teachers and other school personnel w h o are personally and professionally prepared to
develop youth for successful participation in a free democratic society. Along with class
instruction dealing with how and what to teach, students have an opportunity to experi-
ence increasingly more complex assignments in classrooms w i t h master teachers. Field
work a n d practicum experiences are considered an important part of the professional
preparation of students.
Programs are maintained in early childhood education, elementary education, secondary
education, special education, bilingual multicultural education, and community college
education. Student teaching and internship is an integral part of most programs. Programs
span undergraduate through doctoral levels. Refer to the Graduate Bulletin for a descrip-
tion of graduate programs offered by the department.
ADMISSION TO TEACHER EDUCATION PROGRAM: Students planning to follow a pro-
gram for the Bachelor of Science in Education degree and all others planning to teach |
must apply for admission to the Teacher Education Program. Application for admission
normally takes place when the student is enrolled in the course Introduction to Education
during the sophomore year. Transfer students w h o have completed Introduction to Edu-
cation at another institution must accept responsibility for making application. Application
forms are available at and to be returned to the College of Education Admissions and Ad-
visement Office. Students not admitted to the Teacher Education Program are denied ad-
mission to many professional courses.
Acceptance into the Teacher Education Program is contingent upon meeting criteria de-
termined by the Teacher Education Committee. An admissions screening committee
recommends admission when an applicant:
1. has completed 58 hours of coursework or is registered for hours which will reach or
surpass that total.
2. possesses a cumulative G.P.A. of at least 2.50. This G.P.A. is computed on both resi-
dent hours and transfer hours. Transfer hours, whether acceptable for graduation or
not, will count in the computation of the grade point average.
3. has a grade of C or better in English 102 and 103 or 104 and 105. Has a grade of C or
better in Mathematics 150 or 151, or acceptable equivalents.
4. has a grade of C or better in Speech 340 or an acceptable equivalent. Secondary edu-
cation majors may secure clearance through a Speech Proficiency Examination.
5. scores acceptably on a locally normed test of basic skills to include reading, mathe-
matics, and grammar. Students will be permitted to take the examination a maximum
of three limes.
Every applicant, whether an undergraduate or post-degree student, must meet all admis-