English 
Lead. Empower. Transform.
All throughout the world, in countless industries, there is a deep desire for great leaders. The business administration concentration in leadership is designed to prepare students to be just that by providing a strong foundation in leadership, leading through change, and the important connection between ethics and leadership success.
Through the coursework you will:
- Explore team leadership techniques and best practices
- Assess team function and performance
- Develop competence on a diverse spectrum of change leader skills
- Apply leadership theory to analyze leadership behaviors
- And more
Through leadership surveys and self-analysis, this concentration presents the rare opportunity for personal reflection upon your own capabilities to lead—and follow—as the courses you take continue to mold you into the leader you want to be. Evaluate leadership in action through a personal lens with custom designed case studies and reports addressing leadership issues that you are currently facing.
The online leadership concentration in business administration features a strong discussion component among classmates, encouraging you to share and reflect upon personal experiences, as related to course topics, and continue to develop the skill of assessment.
Career opportunities
With a leadership concentration within the business administration major, you will be prepared to take on a variety of leadership positions, including program manager, account executive, organizational leadership consultant, nonprofit leadership, governmental/military leadership, and beyond.
Other graduates go on to pursue a graduate degree in various areas of business leadership and management, such as William Woods MBA in Entrepreneurial Leadership, offered in the evenings and online.
The Leadership concentration within the Business Administration major includes coursework in leading teams, leadership theory, ethics in leadership and more.
Major Requirements
Core Credits: 21.00
| This course offers an introduction to Illustrator, InDesign, and Photoshop. Students will learn to use these applications through the creation of content relevant to fields of design, art, marketing, and communications. credits: | Introduction to Adobe Creative Cloud -X | 3 |
| Instructional, classroom and student strategies involving mild/moderate cross categorical disabilities are provided. Readings, lectures, discussions and assignments focus on researched differentiated instruction. Prerequisite: EDU231 credits: | Cross Categorical Disabilities | 3 |
| Study of learning patterns, educational diagnostic techniques and development of educational strategies and materials for use with children with cross-categorical disabilities. This course requires 16 hours of clinical experience in the schools. Prerequisites: EDU 231, 258 credits: | Teaching Cross Categorical Disabilities | 3 |
| Students will understand curriculum and instructional planning of reading and writing in k-12 classrooms. Students will plan and differentiate lessons based on student needs. Instruction will focus on reading, writing and language acquisition in all grade levels. Students will work together and experience different expectations for pre-service teachers in collaborative groups. Throughout this course students will develop a better understanding of literacy development; phonics, fluency, vocabulary, and comprehension. Students will understand how to organize literacy instruction credits: | Teaching Reading and Writing | 3 |
| Teacher candidates are assigned to a specific 9-12 classroom for 14 weeks. Using a co-teaching model, teacher candidates will work with a certified teacher to implement all of the elements of teaching (MO Teacher Standards). These elements of teaching will be phased in gradually, while continuing to use both teachers in the classroom to improve student learning. The teacher candidate will become the lead teacher as the semester progresses and will be responsible for all elements of teaching for a minimum of 6 weeks, under the guidance of the certified teacher. Teacher candidates will complete the MEES during the student teaching semester and will be supervised by a qualified university supervisor. Passing the MEES is required for MO teaching certification and successful completion of EDU 499. (Course Fee) Prerequisite: Entrance into the TEP program, EDU291 and EDU395 Corequisite: EDU 492 credits: | Supervised Teaching (Secondary) | 9 |
Art Education Required Content Courses - 36 Credits
| This course introduces students to the fundamentals of studio art through the study of artistic elements, color theory, media, and techniques. Students will build foundation skills, as well as the beginning of a portfolio, through hands-on practice and assignments. The course will include lecture, projects, critique, and gallery/museum visits. They will be prepared to readily translate this knowledge in future studio art and graphic design courses. Required of all art majors. (Lab fee) credits: | Art Foundations | 3 |
| A hands-on exploration of 3 dimensional media, materials, theory, and concepts. (Lab fee) credits: | Sculpture I | 3 |
| A basic study of drawing techniques and concepts. (Lab fee) credits: | Drawing I -X | 3 |
| An overview of processes and techniques, basic skill level. (Lab fee) credits: | Fiber Arts I | 3 |
| Introduction to basic painting media, techniques, and theory through the use of still life, landscape, and the figure. (Lab fee) Prerequisite: ART110 credits: | Painting I | 3 |
| Introduction to media and technique. Hand building, throwing and glazing will be covered. (Lab fee) credits: | Ceramics I -X | 3 |
| A study of sculpture, painting, architecture, and the minor arts from prehistory to the Renaissance. The main focus is the placement of the art of each period within the society by which it was produced. credits: | Art History: Prehistory to Renaissance -U | 3 |
| A study of sculpture, painting, architecture, and the minor arts from the Renaissance to contemporary times. The main focus is the placement of the art of each period within the society by which it was produced. ART 230 is not required. credits: | Art History: Renaissance to Today-U | 3 |
| This course introduces students to creative photography as a method of visual communication. While experimenting with manual camera controls through both film and digital processes, students explore methods of imaginative and meaningful image-making. Additionally, students develop skills in composition, sequencing, and preparing files for print.manipulation. (Lab fee) credits: | Introduction to Photography -X | 3 |
| An introduction to figure drawing with continued exploration. (Lab fee) Prerequisite: ART110 credits: | Drawing II | 3 |
| This course offers graphic design students extensive experience with various methods of digital illustration. Students will also gain insight into terminology, tools, technique, career prospects, and industry practices. In addition to practical applications, students will utilize drawing and digital skills to create works that are meaningful and intentional. The course will also provide students with extensive knowledge in various types of illustration, including editorial, conceptual, and comic. The course will culminate with students submitting a curated portfolio of work intended for future submission to an illustration agency of their choosing. Prerequisite: ART110 and ART140 credits: | Digital Illustration | 3 |
| Continued development of the theory, technique, and principles of painting through still life, landscape, and the figure. (Lab fee) Prerequisite: ART 117 credits: | Painting II | 3 |
Required Professional Education Courses - 38 Credits
| This course addresses various aspects of multiculturalism and cultural diversity such as culture, race, ethnicity, gender, class, religion, language, age, and exceptionality. By examining these micro-cultures, students will understand and use this knowledge to meet individual student needs and address cultural differences effectively in the classroom. Concepts and strategies for teaching different cultural, racial, and ethnic groups, including English language learners, are included. credits: | Multicultural Education -U | 3 |
credits: | Educational Technology | 3 |
| A study of children with special needs who qualify for special education services. Topics include the history and legal basis of special education, the special education process, assessment and evaluation procedures, characteristics, and appropriate intervention strategies and teaching methods. Emphasis is placed on characteristics and teaching strategies for the following exceptionalities: learning disabilities, mental retardation, behavior/emotional disorders and giftedness. credits: | Exceptional Child | 3 |
| This course is a comprehensive overview of the foundations of education in the United States. It focuses on the development of educational institutions and ideas, social forces that have influenced them and current issues affecting educators. It specifically includes a survey of the policies, procedures, portfolios and certification examinations that are part of the Missouri educator certification process. The nine Missouri Teacher Standards will be integrated, and used as a guide, throughout the course. credits: | Foundations of Education | 3 |
| Teacher candidates observe and participate in an assigned classroom for a minimum of 30 hours. They observe and become familiar with the classroom organization and management, curriculum, and the school’s instructional program. They work with students in various groupings and observe and implement differentiation strategies. credits: | Beginning Clinical Experience | 2 |
| This course encompasses the requisite pedagogical content knowledge to be a teacher of art in K-12 schools. Students study the techniques of teaching art in K-12 schools through global themes. Prerequisite: EDU291 credits: | Methods of Teaching K12 Art | 3 |
| This course addresses the special demands of content area reading and writing for both elementary and secondary students and encourages teachers in all content areas to reflect on their roles as literacy providers. An overview of the possible causes of reading difficulties and simple assessment procedures are discussed. Students will also learn teaching strategies for improved comprehension of content materials, study skills, and vocabulary. credits: | Reading & Wrtng in the Content Area | 3 |
| Teacher candidates observe and participate in various ways in an assigned classroom for a minimum of 45 hours. They become familiar with lesson planning, differentiation strategies, assessment techniques, and the analysis of demographic information. Teacher candidates work with students throughout this experience and plan and execute a lesson with the direction of the cooperating teacher. This lesson is delivered to the whole class, a small group, or an individual student. They then reflect on student learning as a result of this lesson. Prerequisite: EDU291 and Admittance to the Teacher Ed Program credits: | Intermediate Clinical Experience | 3 |
| This course provides an overview of the theory, concepts, and principles of measurement and assessment in education. The emphasis of this course will be on the application of principles, techniques, and procedures involving the construction and use of various forms of formal and informal assessments to enhance the instructional process. The course considers the use of student data, data analysis, and data-based decision-making to monitor student progress and improve student learning and instruction. Prerequisite: EDU 395 credits: | Measurement & Assessment in Education | 3 |
| The nature of behavior problems in schools, including types, etiology, and management through educational and behavioral intervention procedures are addressed. Students are encouraged to take this course the semester before they do their student teaching. Prerequisite: EDU231, EDU395 and Entrance into the TEP Program credits: | Classroom Management | 3 |
| Teaching competence is strengthened through multiple means, including the examination of and reflection upon the students experiences during their supervised teaching placement. This is a writing intensive course that includes a community profile paper, reflection pieces and a culminating portfolio that documents performance standards. Class meetings occur before, during and after the student teaching experience. Prerequisite: Entrance into the Teacher Education Program and EDU 395 Corequisite: EDU 490 or EDU 493 or EDU 495 or EDU 499. credits: | Educational Seminar | 3 |
| The study of the psychological principles that support the foundation of educational theory and practice. The student will be able to understand and apply the psychological principles that form the basis of educational theory and practice. credits: | Educational Psychology -Q | 3 |
| The purpose of this course is to provide an overview of the typical development of a child from birth through emerging adulthood. Biological, cognitive and social development and the influencing factors will be covered. Students will be expected to apply the theories discussed in the course to improve child welfare. credits: | Child and Adolescent Development | 3 |