| |
Early Childhood Special Education |
| |
-
ECSP 5213 Introduction to Early Childhood Special Education 3 credits This course is designed to provide a broad overview of the characteristics, assessment techniques, methods of intervention, natural environments, community and family resources, and current issues of children from birth to age eight with diverse abilities and disabilities. The focus is to increase the awareness and understanding of individual needs and strengths in an early childhood and after school setting.
|
| |
-
ECSP 5223 Partnerships in Early Childhood Special Education 3 credits This course is an examination of the developing special needs child in a historical and current societal context focusing on the interrelationship of family, school and community. The process of socialization and identity development will be highlighted, showing the importance of respectful, reciprocal relationships that support and empower families.
|
| |
-
ECSP 5503 Practicum in Early Childhood Special Education 3 credits This course provides practical experience in teaching early childhood students with exceptional learning needs under the supervision of university faculty and local mentor teachers. Students will complete a minimum of 36 hours of field experiences in a public school early childhood special education setting.
|
| |
-
ECSP 5523 Assessment of Young Children with Disabilities 3 credits This course applies critical and reflective thinking to observation and assessment of young children with disabilities development. It also prepares teachers of young children with disabilities to use observation, documentation, and interpretation strategies to improve program quality in early childhood settings.
|
| |
-
ECSP 5613 Procedures for Working with Young Children with Disabilities 3 credits Focuses on various developmental and individual needs of young children with disabilities as related to group settings, curriculum decisions, and the design of early learning environments. Emphasis is on current issues, the role of the caregiver (family and/or teacher), the process of guiding and teaching, and the facilitation of development and learning of young children who are culturally, linguistically, and ability diverse.
|
| |
-
ECSP 5623 Social/Emotional Development & Guidance for Young Children with Disabilities 3 credits This course focuses on guidance and discipline of young children with disabilities through examination of theories, research and practical application for teachers in early childhood special education classrooms and parents at home. The course includes strategies for understanding and responding to special need children’s behavior in ways that are congruent with the core values of early childhood education. Concepts of guidance relating to typical and atypical development, culture, and environment will be presented. Developmental stages of children’s behavior, positive guidance strategies and teaching social-emotional skills are included.
|
Classroom Leadership |
| |
-
EDCL 5183 Curriculum and Instruction with Practicum 3 credits This course is designed to develop teachers as instructional leaders in the planning, implementation and evaluation of school-wide curriculum and instructional initiatives. As teachers continue to expand their expertise beyond the classroom, new roles in teacher leadership have emerged specific to the monitoring and assessment of school-based instructional programs. Teachers function as members of leadership teams, chair data committees and coordinate school-wide teaching and learning activities. This course examines the concepts, theory, and practices in curriculum development and prepares teacher leaders with the knowledge and skills necessary to research, refine, and implement curriculum and instructional practices that increase student achievement. The course includes a 12-hour field experience.
|
| |
-
EDCL 5373 Professional Leadership and Mentoring with Practicum 3 credits This course focuses on the teacher’s role as leader not only in their classroom, but also school-wide. Many leadership opportunities exist at the building level which do not require administrative certification, but which are nonetheless vital to the effective operation of a school: department head, program or project coordinator, faculty mentor, and others. This course prepares teachers to oversee curriculum and manage projects to achieve school goals, use evaluation to improve programs, coach and mentor faculty, and develop a school’s leadership capacity. The Professional Leadership and Mentoring course will have as a component a requirement that the participants complete the CERRA sponsored South Carolina Foundations in Mentoring. The course includes a 12-hour field experience.
|
| |
-
EDCL 5493 Assessment and Data Analysis with Practicum 3 credits This course is a study of the methods and instruments used to assess student success, including consideration of educational tests and measurements, alternative assessments, portfolio assessment, and performance assessments. Much of the content of this course will translate into improved assessment practices in the classroom teachers. The course includes a 12- hour field experience.
|
Education |
| |
-
EDUC 5113 Philosophy of Education 3 credits Introduction to contemporary philosophy of education as an academic discipline. Focuses on Anglo-American tradition and includes study of language analysis, argument analysis, conceptual analysis, as well as examination of ethical issues related to contemporary education. Special emphasis on the Judeo-Christian heritage that permeates the content and processes of teaching.
|
| |
-
EDUC 5213 Contemporary Issues Involving Diversity in the Classroom 3 credits Designed to offer students a thorough understanding of the many variances found in schools today-including differences in the ways students learn and approach the act of learning; the effects of cultural differences on learning; students of high ability; ADD and ADHD and other exceptionalities. Includes assessment plans, interview techniques, and curriculum design.
|
| |
-
EDUC 5223 National Board Preparation 3 credits Designed specifically for educators who are interested in pursuing National Board Certification or who want to be able to improve their teaching and student achievement by studying the Core Standards of National Boards and incorporating them into their classroom practice. Teachers will be given the opportunity to evaluate your teaching practices using the Five Core Propositions of the National Board for Professional Teaching Standards as a blueprint. Teachers will gain experience in descriptive, analytical and reflective writing about your teaching. This seven-week journey will help prepare you to begin the National Board Certification process if you choose to pursue full candidacy.
|
| |
-
EDUC 5263 Action Research I 3 credits This course is a study of the characteristics of children and adolescents with intellectual disabilities (ID). This course is an overview of intellectual disabilities, including etiology and syndromes, theoretical research bases, and social, emotional, physical, and intellectual characteristics.
|
| |
-
EDUC 5273 R2S Content Area Reading and Writing for Middle/Secondary w/Practicum 3 credits This course is a R2S course designed so 6-12 teachers can acquire strategies to improve student reading comprehension and writing skills. Class members will participate in activities and strategies to help students be better able to read and understand information content area material and ideas and writing. This course will emphasize the following SC Literacy Competencies for Middle and Secondary: Standard 1: Foundational Knowledge; Standard 2 Curriculum and Instruction; Standard 3: Assessment and Evaluation; Standard 4-Diversity; Assessment 5-Literate Environment; Standard 6-Professional Learning and Leadership. Includes a 12-hour practicum.
|
| |
-
EDUC 5283 R2S Content Area Reading and Writing for EC/Elem w/Practicum 3 credits This course is a R2S course designed so k-5 teachers can acquire strategies to improve student reading comprehension and writing skills. Class members will participate in activities and strategies to help students be better able to read and understand information content area material and ideas and writing. The participants will be able to recognize and build the instruction on the K-5 students’ cultural and linguistic diversity including special needs and dual language learners; be an advocate for impartiality; optimize the use of both print and digital media; support practices that foster reading; This course will emphasize the following SC Literacy Competencies for PreK-5th grade: Standard 4-Diversity; Assessment 5-Literate Environment; Standard 7-Dual Language Learners (English Language Learners). Includes a 12-hour practicum.
|
| |
-
EDUC 5293 Behavior Management 3 credits This course examines research-based strategies and techniques that teachers can use in working with students who have exceptional learning needs and whose behavior interferes with their success. These students include students with problems related to sustaining attention, hyperactivity, aggression, and oppositional defiance. Participants will learn to: (1) identify problem behaviors through understanding antecedents and consequences of behavior (e.g. Functional Behavior Analysis); (2) develop age-appropriate interventions and plans (e.g. Positive Behavior Intervention Plans) and other data-driven decision-making techniques for evaluating the effectiveness of interventions (e.g. observations); and (3) collaborate with parents and other professionals in developing and implementing behavior intervention plans. An understanding of professional ethical guidelines, relevant state and federal laws and regulations, and the importance of developing students’ self-management skills will also be explored.
|
| |
-
EDUC 5313 Instructional Technologies 3 credits Addresses the ever-changing issues in educational technology. Discusses the use of different media in the classroom, including computers. Includes the design of lessons that encourage classroom use of media to meet specific curriculum goals and that plan for student use of these technologies. Topics may include hypermedia, distance learning, audiovisual instruction, and basic trends in instructional technology.
|
| |
-
EDUC 5323 Behavior and Classroom Management 3 credits This course examines the strategies used in behavior and classroom management. Topics include management models, behavior modification, motivation, disruptive students, classroom expectations and procedures, communication, and record keeping. Managing materials and technology will also be addressed. Simulations and case studies will be examined.
|
| |
-
EDUC 5333 Advanced Instructional Technology 3 credits Instructional technology techniques that will build on the instructional experience for both the instructor and the learner. Topics include designing and planning technology enhanced instruction, the digital technologies, audiovisual technologies, and ethical issues involved in using technology. Prerequisite: EDUC 5313 .
|
| |
-
EDUC 5463 Action Research II 3 credits A continuation of EDUC 5263 Action Research I 3 credits . The student will conclude the research paper by completing the remaining chapters based on the implementation of the research proposal and collection and analysis of data. The student will formally present the research paper at the conclusion of the course.
|
| |
-
EDUC 5513 Teaching for Creativity 3 credits Focuses on the examination of theories of creativity, research in creativity and the teaching of creative thinking skills in the context of the classroom. Creativity is well-recognized as a factor in the expressions of giftedness. This course anchors students in the theories, definitions and facilitation strategies for creativity particularly as it applies to learners who are gifted, talented, and creative. This will enable teachers to better understand the nature and needs of the learner who is gifted, talented and creative, and determine the best practices for specific teaching strategies and general programming.
|
| |
-
EDUC 5533 Introduction to Curriculum and Instruction for Gifted and Talented Students 3 credits A study of the theoretical and practical aspects of curricular experiences for gifted and talented students. Examines instructional models, to encourage a critical understanding of how principles and practical procedures are set forth in teaching models.
|
| |
-
EDUC 5553 Nature and Needs of Gifted and Talented Students 3 credits An introduction to the field of gifted education including a history of gifted education, theories of intelligence, definitions of giftedness, methods of identification and a variety programming options in the conventional classroom/school setting. Practical aspects include the development of IEP’s, learning styles assessments, interest assessments, and management plans.
|
| |
-
EDUC 5813 Decoding and Spelling Strategies for Elementary Teachers (Phonology) (Project Read) 3 credits A methods course that provides teachers with a basic decoding approach to reading based on systematic phonics using multi-sensory strategies and materials delivered through direct, concept teaching. Targeted for teachers of primary students, the approach can be adapted for any person at a beginning level in decoding written language.
|
| |
-
EDUC 5833 Structure and Format of Language for the Elementary Classroom (Reading Comprehension) (Project Read) 3 credits A methods course that presents teachers with strategies related to the explanation of the underlying structure and format of language in both expository and narrative forms. The goal is to instruct teachers on how to assist students in the independent application and transfer of the concepts and skills into other curriculum areas. Intended for teachers of students in grades four through adult levels.
|
| |
-
EDUC 5853 Word Function in Sentence Structure and Paragraph Development (Written Expression) (Project Read) 3 credits Designed to equip teachers with the strategies needed to assist in developing the mastery of sequence, as well as paragraph development and composition. This course is appropriate for teachers of students in grade one through adult levels.
|
| |
-
EDUC 5863 Decoding Approach for Older Students with Difficulty Mastering the Reading Process (Linguistics) (Project Read) 3 credits Provides teachers with a decoding approach to use with older students who are still having difficulty mastering the reading process. The Linguistics curriculum presents the history of the written language, phonology, morphology, syntax vocabulary, affixes, roots, and word origins. Intended for teachers of students in grades four through adult levels.
|
| |
-
EDUC 5913 R2S Foundations in Reading w/Practicum 3 credits This is a R2S course designed to give an overview of reading and its curricular implications for Read to Succeed. Emphasis is placed on current theoretical and evidence-based foundations in place for the reading and writing processes and instruction. All participants will recognize theories in reading and writing; explain language and reading development; have knowledge and demonstrate understanding of proven strategies; exhibit affirmative dispositions related to their own reading and writing; and understand external influences on the policies regarding reading. The continued importance of professional learning and leadership as a career-long process is stressed. This course will emphasize the following SC Literacy Competencies for PreK-5th grade: Standard 1-Foundational Knowledge; 6- Professional Learning and Leadership. Includes a 12-hour practicum.
|
| |
-
EDUC 5923 R2S Assessment of Reading w/Practicum 3 credits This is a R2S course designed to assist participants broaden and deepen their understanding of the reading and writing progression with assessment and evaluation of the reading and writing processes. Participants will have a repertoire of different types of assessments and their characteristics; formative and summative assessments and the administration and interpretation; the use of assessment information to plan, evaluate, and adapt instruction; and the communication of assessment results and implications to varied audiences. This course will emphasize the following SC Literacy Competencies for PreK-5th grade: Standard 3-Assessment of Reading. Includes a 12-hour practicum.
|
| |
-
EDUC 5933 R2S Instructional Practices w/Practicum 3 credits This is a R2S course designed to demonstrate to participants instructional approaches and materials that will assist with implementing an integrated, comprehensive, and balanced curriculum to support student learning in reading and writing in K-5. The participants will be able to design and implement a complete and balanced curriculum while using content knowledge; implementing appropriate and a variety of instructional strategies; understanding the value of the K-5 student’s background and prior knowledge; making connections for reading and writing with other disciplines by integrating instruction; using a variety of texts and formats; organizing instructional time based on proven best strategies and scaffolding for both oral and written language; encouraging students’ communication by introducing and building vocabulary for K-5 students; encouraging fluency in reading through practice with varied texts. This course will emphasize the following SC Literacy Competencies for PreK-5th grade: Standard 2-Curriculum and Instruction. Includes a 12-hour practicum.
|
| |
-
EDUC 6003 Ethics and History of Instructional Design 3 credits Instruction designers will explore, critically appraise, and apply the historical and philosophical foundations of e-learning and design to their professional practice. Attention will be given to such topics as the purposes of instructional design, professional ethics, technology and education, and a morally responsive society.
|
| |
-
EDUC 6013 Instructional Design and Leadership in 21st Century 3 credits This course will empower students with the theoretical and practical foundations to create and support innovative, transformational leadership for online learning environments that are infused with technology.
|
| |
-
EDUC 6023 Project Management Thesis for Instructional Design I 3 credits A study of research methodology and literature related to solving e-learning and design problems and improving the learning process. The student will define the problem, research the literature and formulate possible basics to design a project unique to his/her individual setting.
|
| |
-
EDUC 6033 Online Learning Instructional Practices 3 credits The examination of tasks and skills needed to assist professionals to attain and maintain a desirable learning and teaching situation for all e-learners. Best practices for e-learning will be explored for differentiation between face to face and online instruction.
|
| |
-
EDUC 6043 Learning Management Systems/Interface Technologies 3 credits Students will learn about instructional technologies including learning management systems using Canvas. Canvas will be compared and contrasted with industry leading learning management systems. Students will learn how to create an online classroom for both synchronous (“real time”) and asynchronous instruction. Learners will also explore systems administration in order to participate effectively as a member of an instructional support team. This course will give you an excellent preparation to master any modern LMS including Blackboard, Moodle, Canvas, and many others.
|
| |
-
EDUC 6053 Design for Multimedia Instruction/Digital Media 3 credits As a component of the e-Learning and Instructional Design Program, the student will explore the design, development, and integration of digital media to enhance the learning experience and investigate how media, emerging and mobile tools, and online applications impact technology-enriched learning environments.
|
| |
-
EDUC 6063 Instructional Design in a Culturally Responsive Society 3 credits Theoretical and practical foundations are explored to empower visionary leaders with the required innovative, culturally-responsive knowledge/skills required to thrive in a variety of socio-economically and/or geographically diverse organization. Prerequisite: EDUC 6033 Online Learning Instructional Practices
|
| |
-
EDUC 6073 Developing Web Applications and Social Media 3 credits Developments in information technology and online social networking have posed opportunities and challenges for those who practice and research strategic communication. What are the implications of new digital communication technologies, in particular web and social media, for organizations building and managing relationships with their target audiences? How can organizations-corporate, governmental, and nonprofit- use social media to improve their image and brand?
|
| |
-
EDUC 6083 e-Learning Evaluation and Assessment 3 credits Explores the use of a range of formal in informal assessment methods to plan for e-instruction, to monitor and evaluate student progress, to involve students in the assessment process, and to report student achievement to various audiences. Emphasis will be placed on Quality Matters concepts. Prerequisite: EDUC 6033 Online Learning Instructional Practices
|
| |
-
EDUC 6123 Project Management Thesis for Instructional Design II 3 credits A study of research methodology and literature related to solving e-learning and design problems and improving the learning process. The student will use the problem definition and research of the literature created in EDUC 6023 to formulate or design a project unique to his/her individual setting.
|
| |
-
EDUC 6900 Instructional Design Lab 0 Credits This course provides practical experience in a real-world design environment under the supervision of university faculty. Students will complete instructional design projects and assist with online learning initiatives in an academic setting. The course must be taken concurrently with two required masters level design courses and requires approval from the program coordinator and dean. EDUC 6033 Online Design and Curriculum Development
|
| |
-
EDUC 7003 Ethics in Curriculum and Assessment 3 credits This course will explore the various types of curriculum that exist within organizations as well as goals and philosophical orientations to education. Students will delve into the ethical considerations regarding who controls the curriculum and assessment, how that control is exerted, how curricular decisions impact student learning and how you can ethically lead curricular change.
|
| |
-
EDUC 7013 Foundations of Curriculum 3 credits This course focuses on applying curricular theory related to best practices in the 21st century classroom setting. Planning for instruction and evaluation of curriculum programs and people who touch the curriculum are the two focal points of this experience. This course is designed as an introduction to the systematic process of planning for effective classroom instruction and assessment as these tasks relate to contemporary curricular concepts. Political considerations for curriculum will be considered.
|
| |
-
EDUC 7023 Research Tools 3 credits This course will provide an opportunity for participants to establish or advance their understanding of research through critical exploration of research language, ethics, and research approaches. The course introduces the language of research, ethical principles and challenges, and the elements of the research process within quantitative, qualitative, and mixed methods approaches. Emphasis will be placed on library and online resources.
|
| |
-
EDUC 7033 Curriculum, Instruction and Assessment 3 credits This course examines curriculum, instruction, and assessment in the context of standards-based education. It explores theories, methods, and procedures underlying the development and design of curriculum and instruction, the interrelationships among curriculum, instruction and assessment.
|
| |
-
EDUC 7043 Curriculum and Assessment for the Diverse Learner 3 credits This course provides students with knowledge of current concepts and issues in the area of assessment in special education and other special needs populations, with knowledge and practice in administering a standardized assessment as well as curriculum-based assessments. The history of curriculum development and evaluation; the importance of aligning learning theory and learner variables; and removal of barriers to student achievement are discussed. Current issues in assessment such as assessing students from diverse backgrounds will be covered.
|
| |
-
EDUC 7053 Research and Analysis I 3 credits This course addresses the intermediate qualitative and quantitative research methods. Qualitatively, the course addresses forming research questions, writing field notes and collecting, organizing, and analyzing a variety of data. The design issues of triangulation subjectivity and trustworthiness are explored. Ethics and ethical issues in qualitative research are presented. Quantitatively, the course addresses the logic of statistical inference and hypothesis testing and provides study of analysis of variance and multiple regression, with a computer-oriented approach.
|
| |
-
EDUC 7063 Data-Driven Instruction 3 credits This course is designed to provide an understanding of accountability systems, basic data analysis procedures, data management, data interpretation and application. It is centered on understanding data as a means for improving school performance by guiding instructional and programming decisions, including the decision-making processes surrounding curriculum and program evaluation. The meaning of the data to inform instruction and curricular change is the focus.
|
| |
-
EDUC 7073 Curriculum Design 3 credits This course investigates curricular models and their features, with a focus on how curricular design promotes learning. Special emphasis is placed on technology-enabled curricula, designing for learning environments, blended learning and curricular roles in innovation.
|
| |
-
EDUC 7093 Program Evaluation for Improvement w/Practicum 3 credits All programs and organizations need information about what is working or not working in order to improve. But how do individuals and organizations learn to engage in continuous improvement, where improvement happens with frequency and depth across the whole system? This course is designed to introduce students to key concepts in improvement science and formative evaluation as a way to support learning from real-life attempts at improvement. It is meant for students who will be working or leading in educational settings where they will be asked to collect and use information to build organizational capacity and affect change, as well as for students interested in an introduction to the practice of evaluation. Students will acquire a practical set of skills, such as communicating with key stakeholders and generating relevant evaluation questions and methods of collecting related data. Students will practice these skills in an authentic setting during a required 25-hour practicum.
|
| |
-
EDUC 7103 Issues and Models in Curriculum 3 credits This course is designed to assist students in developing those skills essential for curriculum restructuring, planning, and implementation at the school site. Three essential processes, curriculum development, assessment, and instruction will be considered with respect to relevant theory, research and practice. Emphasis is placed on the role of responsible leadership in assuring that these processes function effectively. Critical issues in curriculum will be examined in your own settings with a focus on deciding on a curriculum intervention.
|
| |
-
EDUC 7113 Research and Analysis II 3 credits This course addresses the advanced qualitative and quantitative research methods. This course is a continuation of Research and Analysis I. Qualitatively, the course continues forming research questions, writing field notes, collecting, organizing and analyzing a variety of data. Advanced methods including sampling strategies, observational and interview techniques, questionnaire construction and data analysis are also addressed. Ethics and ethical issues in qualitative research are presented. Quantitatively, the course addresses the logic of statistical inference and hypothesis testing and provides a study of analysis of variance and multiple regression, with a computer-oriented approach. The design of multi-variable studies, multivariate data analysis and other advanced methods using statistics computer programs will be examined.
|
| |
-
EDUC 7133 Methods for Teaching the Exceptional Learner 3 credits Focuses on the methods for exceptional teaching and learning: inclusion, transition, co-teaching arrangements, and differentiating instruction in mixed ability classrooms. Individualized Educational Plans (IEPs) and successful integration practices for students into regular classroom environments will also be analyzed for implementation.
|
| |
-
EDUC 7173 Assessment of the Exceptional Learner 3 credits Concepts and methods of assessment in special education with emphasis on administering, scoring, and interpreting standardized educational tests. Major topics covered are Response to Intervention, recent research on assessment practices, accommodations and modifications, the role of families in the assessment process, students with diverse cultural and linguistic backgrounds, standardized instruments, curriculum-based assessment, interpreting tests and writing reports, assessment of exceptional learners, and transition assessment.
|
| |
-
EDUC 7203 Leadership and Values in Diverse Organizations 3 credits This course is a study of basic principles and practices of leaders consisting of defining leadership, recognizing and applying Christian professional ethics and integrity, identifying best practices in supervision, assessment and evaluation, developing and working with “learning communities” and improving teaching and student learning. Included in the study are principles and methods to evaluate and help motivate teachers by learning to utilize current research and data to improve school programs and instruction. Concepts of biblical leadership will be integrated throughout the course of study with discussion on how leaders who are Christians can make application of their biblical worldview regardless of where they serve.
|
| |
-
EDUC 7213 The Nature and Needs of the Exceptional Learner 3 credits An introduction to the field of the exceptional learner including a history of the exceptional learner, theories of intelligence, definitions of exceptional learner categories, methods of identification and a variety programming options. Practical aspects include the development of IEP’s, learning styles assessments, interest assessments, and management plans.
|
| |
-
EDUC 7223 Introduction to Curriculum for the Exceptional Learner 3 credits Introduction to the diverse needs of exceptional learners. Included in study will be characteristics of various exceptionalities, including but not limited to learning disabilities, emotional/behavioral disorders, mental impairment, hearing impairment, visual impairment, gifted and talented, Autism, and other handicapping impairments including attention deficit/hyperactivity disorder. The focus of the class is to provide information about laws and regulations governing exceptional learners, procedures and methods for teaching students with exceptionalities.
|
| |
-
EDUC 8006 Dissertation I- Research Design 6 credits During the first summer session, students will have a week-long residence program on the Central campus where they will work with professors on their research design. The students will work the rest of the summer term online and submit the draft designs for critique and approval by the primary professor.
|
| |
-
EDUC 8106 Dissertation II- Methods 6 credits During the second summer session, students will have a week-long residence program on the Central campus. Students will work with their Dissertation Committee on their methodology. Students will work the rest of the summer term online and submit the draft methodology for critique and approval by the primary professor.
|
| |
-
EDUC 8206 Dissertation III 6 credits During the third summer session, students will have a week-long residence program on the Central campus. Students will work with their Dissertation Committee on results and conclusions. Students will work the rest of the summer term online and submit the draft methodology for critique and approval by the primary professor.
|
| |
-
EDUC 8306 Doctoral Dissertation 6 credits The purpose of this course is to provide students and candidates access to resources and committee member mentoring towards completion of their dissertation and other program milestones.
|
| |
-
EDUC 8316 Dissertation Continuation Candidates who have not successfully defended their dissertation upon completion of the core curriculum must remain continuously enrolled. This course is designed to provide students additional time, resources and mentoring to complete their dissertation.
|
Exceptional Learners |
| |
-
EDSP 5113 Introduction to Exceptional Learners 3 credits Introduces pre-service teachers to the diverse needs of exceptional children. Included in study will be characteristics of various exceptionalities, including but not limited to learning disabilities, emotional/behavioral disorders, mental impairment, hearing impairment, visual impairment, gifted and talented, Autism, and other handicapping impairments including attention deficit/hyperactivity disorder. The aim of the class is to provide information about laws and regulations governing special education, procedures and methods for teaching students with exceptionalities including the development and implementation of Individualized Educational Plans, and strategies for adapting curriculum and materials for students with exceptionalities in the regular classroom.
|
| |
-
EDSP 5213 Assessment of Exceptional Learners 3 credits Concepts and methods of assessment in special education with emphasis on administering, scoring, and interpreting standardized educational tests. Major topics covered are Response to Intervention, recent research on assessment practices, accommodations and modifications, the role of families in the assessment process, students with diverse cultural and linguistic backgrounds, standardized instruments, curriculum-based assessment, interpreting tests and writing reports, assessment of young children, and transition assessment.
|
| |
-
EDSP 5233 Characteristics of Learning Disabled 3 credits Designed to provide students, who are currently teaching or who plan to teach, with the knowledge and disposition to successfully provide service to individuals who have been identified as having learning disabilities. Students will explore the moral, ethical, legal, and practical foundations involved in the identification of and provision of services to an individual with learning disabilities with a specific focus on Tier 1 and Tier 2 interventions. In addition, they will develop appreciation and respect for the opportunities and challenges faced by all stakeholders in an individual’s life and will be able to promote collaboration as an integral part of provision of services.
|
| |
-
EDSP 5243 Methods of Teaching Students with Learning Disabilities 3 credits This course is designed to provide knowledge of methods, materials, and current research related to instructing and improving outcomes for students with learning disabilities.
|
| |
-
EDSP 5253 Advanced Methods of Teaching Mild to Moderate Intellectual Disabilities 3 credits This course is a study of the methods for teaching children and adolescents with intellectual disabilities (ID). This course is an overview of the biological, educational, social, and behavioral factors contributing to intellectual delays. Students will consider current and historical educational practices for individuals with intellectual disability and explore contemporary ethical, social, and educational issues that affect the lives of individuals with this label across the lifespan.
|
| |
-
EDSP 5263 Advanced Characteristics of Mild to Moderate Intellectual Disabilities 3 credits This course is a study of the methods for teaching children and adolescents with intellectual disabilities (ID). This course is an overview of the biological, educational, social, and behavioral factors contributing to intellectual delays. Students will consider current and historical educational practices for individuals with intellectual disability and explore contemporary ethical, social, and educational issues that affect the lives of individuals with this label across the lifespan.
|
| |
-
EDSP 5503 Practicum in Special Education 3 credits This course provides practical experience in teaching students with exceptional learning needs in a special education setting under the supervision of university faculty and local mentor teachers. Students will complete a minimum of 30 hours of field experiences in a public school special education classroom.
|
Administration and Supervision |
| |
-
EDAS 5123 Ethics in Educational Leadership 3 credits Students gain an understanding of the characteristics and importance of a Christian ethic of care toward self, learners, colleagues and community. They will learn how to foster success of all students by demonstrating integrity and fairness. They will also learn how to judge sensitivity, ethics and diverse considerations in their interactions with others.
|
| |
-
EDAS 5223 Organizational Development in Schools w/Practicum 3 credits Students learn the value of leading with vision and commitment. They should know how to facilitate the development, communication, implementation and stewardship of a vision of learning that is shared and supported by the school, the district and its board of education and the community. A practicum (a minimum of 36 hours) is a component of this course.
|
| |
-
EDAS 5323 Educational Leadership for Curriculum and Instruction 3 credits Students will be able to understand philosophical, theoretical and political aspects to creating a quality curriculum. They will learn to use student development and learning theories and data analysis to improve curriculum, instruction and student performance at the school and district level.
|
| |
-
EDAS 5343 Educational Leadership for Institutional Effectiveness 3 credits Students will engage in authentic evaluation of the effectiveness of the instructional programs for student achievement of learning. This involves collecting, interpreting and using quantitative and qualitative data from a variety of sources for school and district improvement.
|
| |
-
EDAS 5423 School Operations and Management with Practicum 3 credits Students learn about management of the operations of a school and a school district. This course includes district procedures, human resources, facilities and space oversight, fiscal operations and safety and security issues based on indicators of equity, effectiveness and efficiency. A practicum (a minimum of 36 hours) is a component of this course.
|
| |
-
EDAS 5523 Cultivating a Positive School Climate 3 credits Students will cultivate a sensitivity and appreciation of diverse populations and learn skills in fostering a collegial climate that includes individual performance plans based on quantitative and qualitative data. Students learn how to formulate an effective discipline plan and develop abilities to engage in successful conflict resolution.
|
| |
-
EDAS 5623 Public and Community Relations 3 credits By developing an effective and interactive communications plan and public relations program for the school and district, students learn how to elicit and respond to feelings, needs, concerns and perceptions of others to build mutual understanding among all stakeholders to positively impact students.
|
| |
-
EDAS 5713 Politics, Law and the Schools with Practicum 3 credits Students gain an ongoing understanding of the larger political, social, economic, legal and cultural context in which their schools and districts are situated. They should be able to lead their schools through the necessary compliance of legal regulations, but will also demonstrate courage, foresight and initiative to confront influences that hinder the success of all students. A practicum (a minimum of 36 hours) is a component of this course.
|
| |
-
EDAS 5803 Advanced Educational Research I 3 credits This course engages students in action research. They also learn how to collect, interpret and use qualitative and quantitative data for school and district improvement. Students will write and defend a research proposal, including a literature review and description of methodology. The study will be conducted during the subsequent 12 weeks.
|
| |
-
EDAS 5823 Advanced Educational Research II 3 credits Students complete their individual research projects by writing a draft of their paper, receiving feedback for improvement and submitting a final version. Students will present their findings to their colleagues.
|
| |
-
EDAS 5906 Internship in Elementary Administration 6 credits Students will complete an internship in schools at the elementary level for elementary certification, including a field experience (a minimum of 90 hours) and seminars. This course should be taken as last course in degree program.
|
| |
-
EDAS 5916 Internship in Secondary Administration 6 credits Students complete an internship in schools at the secondary level for secondary certification. This includes a field experience (90 hours) and seminars. This course should be taken as last course in degree program.
|
Health Care Administration |
| |
-
HCAM 5423 Health Care Organizations and Delivery 3 credits This course is a comprehensive approach to healthcare systems, organization and delivery. Students will examine the evolution of the U.S. healthcare delivery system through to the current dynamic, integrated and managed care systems. Students will assess the interactions of regulatory, economic, political, and social aspects of the healthcare system on the structure and function of healthcare organizations. Students will explore transformational servant leadership qualities needed to promote change and effectively lead in the current era of health care reform.
|
| |
-
HCAM 5453 Health Information Systems 3 credits This course focuses on the critical role and types of e-health and information systems in the planning, operation, and management of health care organizations. Students will evaluate technology trends and clinical applications to determine the challenges and opportunities for the organization; assessing health information systems in the context of organizational objectives and improving patient care.
|
| |
-
HCAM 5463 Health Care Policy and Quality Systems 3 credits This course focuses on healthcare policy issues in the planning, organization and delivery of services. Students will explore the roles and influence of major stakeholders, regulations, and market pressures. Students will evaluate quality and safety systems used to implement policy and improve patient outcomes, along with the leadership qualities needed for transformational change.
|
| |
-
HCAM 5483 Strategic Management in Health Care 3 credits This is a capstone course for the program. It is designed to give the student an opportunity to develop the conceptual skills needed by effective health care managers. Student will examine the strategic management and planning processes within the dynamic, complex, and evolving nature of the health care industry. Students will demonstrate application, integration, and evaluation of (1) the strategic planning process (2) strategy map formulation of objectives and policies, (3) balanced scorecard measurement of strategic objectives and (4) management of change within the healthcare regulatory and fiscal environment.
|
| |
-
HCAM 5493 Redefining Healthcare 3 credits This course provides a deep exploration of the current state of health care reform, including what has and has not worked. The course will examine the technological enablers of disruption, along with the disruption of healthcare. Change is moving healthcare into a value-based competition. This course will examine the key value drivers for strategy within healthcare and how to redefine the value proposition for health care value innovation.
|
International Business Management |
| |
-
IBMT 5013 Culture and Ethics in International Business 3 credits This course analyzes the wide diversity of cultural nuances encountered in international business dealings, including the customs, traditions, business etiquette and protocol, as well as the attitudes and practices of major religions. The Foreign Corrupt Practices Act will also be examined. Emphasis will be placed on Christian ethics and an evaluation of the business ethics encountered in key countries having trade agreements with the United States. Note: cross-listed with MGMT 5263 Leadership and Ethics
|
| |
-
IBMT 5023 Foreign Language for Business 3 credits An introduction to conversational language with the inclusion of the cultural concepts and business practices commonly found in meetings and in the relationship-building necessary for successful business transactions. Some video conferencing is required. Note: Spanish, French, German, Chinese languages offered as available.
|
| |
-
IBMT 5033 Foreign Language for Business Lab 0 credits Beginning after the completion of IBMT 5023 and continuing for the duration of the MSIB program, this lab is designed to reinforce student language and cross-cultural competency. In conjunction with personal practice, the lab consists of one hour of synchronous video conference practice each week. Additional vocabulary and conversation topics will be drawn from each course as the student moves through the program sequence. In an alternating pattern, the cohort will meet with the instructor one week; then the individual student will meet with one or more cohort members in the other week.
|
| |
-
IBMT 5043 Critical Thinking and Cross-Cultural Negotiation 3 credits The development and application of critical thinking skills and how they differ between Western analytic and Asian holistic cultures. The examination of communication styles and barriers and their role in the negotiation process. Such variables as the negotiating environment, ideology, decision making, risk taking, the view of time, power distance and the form of agreement are evaluated.
|
| |
-
IBMT 5053 Dynamics of Globalization 3 credits An analysis of the nature and causes of globalization, including its economic and political impact on developed and emerging markets. The advantages, disadvantages, ethical implications, current social reactions and the role of future technology will be evaluated with a focus on formulating strategies for business adaptation and innovation. Solutions for managing expat culture shock will be compiled.
|
| |
-
IBMT 5063 Global Marketing 3 credits Using a managerial perspective, Global Marketing builds upon the primary concepts of marketing principles while applying those concepts to a global environment. Additionally, the global marketer must appraise variations in different cultural, governmental and economic systems and how they affect a firm’s competitive advantage and strategic positioning.
|
| |
-
IBMT 5073 Global Trade and Investment 3 credits The process, policies, and politics of international trade; the role of the World Trade Organization; trade agreements and market integration. How multinational corporations use trade in order to establish direct foreign investment and gain a larger market share.
|
| |
-
IBMT 5083 Global Logistics 3 credits Topics include supply chain designs, warehousing, inventory management, global resource management, and multi-modal transportation systems. Emphasis will be given to data analysis as well as new trends in global logistics and how they relate to the field of operations management. A final application project will be submitted by the end of the course.
|
| |
-
IBMT 5093 Seminar in International Accounting Practices 3 credits The elements of financial accounting and reporting practices are explained, with an emphasis on a comparison of Generally Accepted Accounting Principles (GAAP) and International Financial Reporting Standards (IFRS). Students will analyze annual report data to understand key disclosures and the evaluation of performances. Current applications and future predictions for financial technology will be discussed.
|
| |
-
IBMT 5103 International Financial Management 3 credits The course examines issues in corporate finance, including capital budgeting, exchange rates and the cost of capital. Conditions for determining the advisability of direct foreign investments, international joint ventures and mergers and acquisitions are evaluated using qualitative and quantitative analysis. Students will develop a financial strategy for a hypothetical corporation desiring to expand its market in a specified country.
|
| |
-
IBMT 5113 Future Trends in Global Industry 3 credits Rapid advances in technology have created revolutionary changes and trends in the field of business. This course will examine and evaluate a variety of issues, including the application of evolving artificial intelligence, virtual reality, robotics, nanotechnology, biotechnology, automation, the Internet of Things, and cyber security. Students will formulate future scenarios that could present benefits and threats to international business. They will also predict global entrepreneurial opportunities future trends may present.
|
| |
-
IBMT 5123 International Business Study Tour 3 credits This course provides a cross-cultural experience which focuses on various foreign management, production and operational practices of business. The academic component is offered during the spring semester through a series of seminars, assigned readings and written submissions tailored to the itinerary of the tour, which may vary from year-to-year. The seminars will be delivered on campus and posted online for those at distant locations. The required tour portion of the course will follow after the spring commencement and requires additional fees.
|
International Health Care Administration |
| |
-
HCIM 5423 International Business Study Tour: Health Care Organizations Business Innovation 3 hours This course provides a cross-cultural approach to health care systems, organization and delivery. The student will examine the evolution of British, Irish, and German healthcare delivery systems and compare then to the current dynamic, integrated and managed care systems in the US. The student will assess the interactions of regulatory functions of healthcare organizations. The student will also identify the implications of health care reform on health information systems and quality and safety systems at home and abroad. Note: May be substituted for HCAM 5423.
|
Master of Business Administration |
| |
-
MBAM 5223 Data Analysis and Decision Making 3 credits Emphasizes the application of research methods to practical problems and the use of, rather than the derivation of, the methods. Applies quantitative and analytical techniques of probability, statistical inference, correlation and regression-decision theory, and forecasting.
|
| |
Page: 1
| 2
|
Print this Page