Prerequisite: Consent of UMSL Succeed director. This course, required of all new UMSL Succeed students, is designed to assist students in making the transition to the university experience and to UMSL by giving students the knowledge and tools needed to succeed as a scholar. The course will also familiarize students with the relationship between their education and their career and personal goals, and will assist in developing positive connections with faculty, staff, and peers at UMSL. Students will learn about faculty expectations, support services, and student life, as well as academic disciplines. The course counts toward the requirements for completing the UMSL Succeed certificate.

Prerequisites: Consent of Instructor. This course provides an introduction on strategies to help students improve their learning effectiveness, attitudes, and motivation for academic success. Emphasis will be placed on time management, concentration skills, note-taking skills, textbook study methods, test-taking strategies, and critical thinking skills.

Prerequisites: Consent of UMSL Succeed director. This course supports students in the UMSL Succeed program in successfully accessing coursework at the university. UMSL Succeed students have the opportunity to co-enroll in courses that align with their interests and abilities through a mutual agreement between Succeed staff and UMSL course instructors that meet student and faculty expectations. This course may be repeated for up to 6 credit hours.

Prerequisites: Consent of Instructor. This course provides information and tools to help students understand and navigate a range of relationships. Students will learn to communicate with family members, navigate employment conversations, and gain strategies to support friendship development. Information about appropriate social interactions will support students to participate more fully in the community in their personal and professional lives. Topics include components of healthy and unhealthy relationships, knowing and advocating for what you want in relationships, consent, boundaries, and abuse.

Prerequisites: Consent of Instructor. This course provides students strategies to develop necessary habits of self-determination and how to apply them to map their own pathway toward meaningful employment. Looking through the lens of vocational experiences among diverse people with intellectual disabilities, this course guides deepening self-awareness of interests, skills, strengths, networks, and support needs. Topics include effective and professional communication, resumes and cover letters, job searching, networking, and interviewing. Students gain a broad understanding of a variety of industries and explore the processes involved in finding and securing meaningful work opportunities.

Prerequisites: Consent of Instructor. This course is an introduction to techniques and tools grounded in community organizing and advocacy theory that can be used to strengthen individual and systems advocacy efforts. To lay a foundation, the course will first examine these tools and strategies through disability culture and the history of the disability rights movement through an intersectional lens. The course will provide students with a strong understanding of the meaning and impact of disability culture. Students will gain applicable strategies to successfully advocate on the individual, community, and systems levels. The goal of this course is to introduce ideas of community organizing through the framework called public narrative. By the end of this course, individuals will be able to utilize public narrative as a change-making tool.

Prerequisites: Consent of Instructor. This vocational lab provides students with guidance and hands-on practice implementing the concepts and skills learned through lived vocational experiences and other related courses. This lab will focus on practical applications of professionalism, career exploration, and the development of a personalized pathway to meaningful work.

Prerequisites: Consent of Instructor. This course equips students with essential skills and knowledge to become proactive members of the UMSL campus community and translate those skills to their future. Topics include community engagement, self regulation, conflict resolution, and self and social advocacy. Students explore various concepts, theories, and practical techniques that enable them to set meaningful goals and develop effective strategies for adulthood. Students will learn skills to confidently engage with their communities, and effectively communicate goals, strengths, and support needs to address social issues and become catalysts for positive change.

Prerequisites: Consent of Instructor. This course explores issues in independent living skills and provides students with opportunities for relevant practice and support. Topics include identifying community resources, money management, interpersonal and safety management skills. Attention is also placed on identifying skills and supports that promote increased confidence living independently after college.

This course examines the mindsets, skills, and approaches that social entrepreneurs use to solve problems in society. Students explore the role of social entrepreneurs with an emphasis on how they create change in people's lives and their impact on local to global scales. Students identify sustainable models for social innovation and formulate social entrepreneurship action plans. Previous experience as a social entrepreneur or the desire to become a social entrepreneur in the future is not required.

Prerequisite: Completion of 75 hours and consent of instructor. Examination of a special area or topic within the field of education. Topics to be considered will be announced prior to registration and may vary. For elective credit only. This course may be repeated for different topics. Not to exceed a total of six hours credit.

Interpretion is a process for forming intellectual and emotional connections between the interests of an audience and the inherent meanings within a resource. This class covers interpretive methods for development and delivery of thematic, non-formal presentations to various audiences. The class also introduces informal exhibit design, customer service and social media as they relate to interpretation.

Prerequisites: EDUC 2006 or Consent of Instructor. This course provides students the opportunity to effectively apply their vocational knowledge of their current skills, interests, strengths, support needs, and networks. Students will gain an understanding of workplace culture and universal performance expectations. Topics include the history of employment for people with disabilities, the Disability Rights Movement and workers' rights. Students engage in transition and career planning and have the opportunity to discuss challenges and solutions in accessing gainful employment. Focus is placed on equipping students with the basic knowledge of policies and procedures for gainful employment.

Prerequisites: Consent of instructor. This course supports students in earning industry-recognized credentials and gaining direct work experience in their chosen fields. Throughout this course, students develop the confidence and competence needed to embark on their vocational trajectory, equipped with essential skills for success in their adult lives. Students will gain valuable industry-recognized credentials, hands-on related work experience, and the skills necessary to excel in a chosen career.

Prerequisites: Consent of Instructor. This course empowers students as they explore various career pathways and industry-recognized credentials through the lens of vocational experiences among diverse people with intellectual disabilities. Students will apply knowledge of their current interests, skills, strengths, and support needs to identify and pursue industry-recognized credentials. A key feature of this course is identifying various resources, skills, and strategies to effectively manage holistic wellbeing - enhancing positive post-collegiate outcomes, including employment.

Prerequisites: Junior Standing, 12 credit hours of Bachelor of Educational Studies or Education Minor coursework, or consent of instructor and successful internship application. Supervised field experience in educational settings to prepare for planning, research, evaluation, and other professional activities in the student's emphasis area of concentration that will be carried out in EDUC 4990 and EDUC 4991.

Prerequisites: C or better in EDUC 4989, senior standing, or consent of instructor and successful internship application. Supervised field experience in an approved setting.

Prerequisites: EDUC 4990 (may be taken concurrently), C or better in EDUC 4990 if not taken currently, or consent of instructor, and successful internship application. Supervised field experience in an approved setting.

Prerequisite: Consent of instructor.

Designed in conjunction with an individual school district or educational agency and related to problems of education confronting that specific district or agency.

Prerequisites: Admission to the EdD or PhD in Education. This course is an overview of the essential elements of writing a research proposal including, identifying a problem statement and conceptualizing critical research questions. The course emphasizes exploring the research literature, framing research questions, and justifying them based on the literature.

Prerequisite: Doctoral standing. Independent study of the education research literature in an area defined in consultation with an advisor.

Prerequisites: EDUC 7600. This course requires students to identify and examine research problems by developing skills of inquiry, integrating prior knowledge, and evaluating extant research.

Prerequisites: Admission to the EdD program. This course examines the role of culture, analyzes social justice components, and considers ethical and legal issues for learning communities.

Prerequisites: EDUC 7630. This course requires students to prepare a dissertation proposal. This involves selection of research tools, establishment of study procedures at research sites, and adherence to high ethical standards for conducting research.

Prerequisites: EDUC 7660. This course requires students to prepare the final chapters of the dissertation, understand and perform data analysis, interpret the results for a problem of practice, provide recommendations for future research, and disseminate the results to applicable audiences.

Prerequisites: Nine hours of research methods or statistics and consent of instructor. Supervised experience in the conduct of research studies or scholarly inquiry.

Prerequisites: EDUC 7880 and consent of instructor. Supervised experience in the conduct of research studies or scholarly inquiry.

Prerequisites: EDUC 7881 and consent of instructor. Supervised experience in the conduct of research studies or scholarly inquiry.

Prerequisites: Admission to an Ed.D. cohort. Field experience that bridges theory and practice in solving complex, situated problems of practice.

Prerequisites: Completion of research methods course requirements. This course provides an in-depth examination of the essential elements of a dissertation proposal. Particular emphasis is placed on examining the validity and reliability or the trustworthiness of the design of proposed research. Tools for identifying strengths and weaknesses are applied to proposals. Critique of proposals is employed. Also reviewed is the process of presenting and defending a proposal.

Prerequisite: Admission to pre-candidacy in the EdD program.

Prerequisite: Admission to pre-candidacy in the PhD in Education program.