This course will explore, from a Christian perspective, how issues and trends related to multiculturalism and diversity (e.g., culture, ethnicity, race, nationality, age, gender, disability, religious values, socioeconomic status, and family values) affect students and mental health clients. A variety of topics will be covered that integrate Christian faith and identity with ethical decision-making and respect for cultural diversity and a just and moral society. Spring I, Summer II
This course covers basic research strategies including both qualitative and quantitative methods are presented to equip the graduate student to investigate research problems in education. The development and testing of hypotheses and various research designs are introduced. The application of current research in the educational setting and legal/ethical issues are introduced. Computer technology is an integral part of this course. Fall I, Spring I, Summer I.
This course is an overview of the major societal and individual influences on curriculum development. The roles of the teacher, students, staff, administrators, government, families and other groups that shape curriculum are reviewed. Trends and innovations are emphasized in curriculum, scope and sequence, curriculum evaluation procedures, research and current literature. Based on a current needs assessment, the graduate student will develop and present a plan to achieve a vision for curriculum development in a program/school system. Spring II.
This course is designed for the development of skills in systematic instructional design needed to improve instructional effectiveness. A review will be made of philosophical bases for instructional innovations and practices. Representative models of teaching and diagnosing learning/teaching problems will be presented and discussed. Spring I.
This course is an analysis of learning theories as they apply to classroom learning and instruction. Students examine both cognitive and behavioral models of learning, modalities of learning, culture which promotes learning, organization of learning tasks and strategies for reinforcing learners (with/without exceptional learning needs), and adult learning strategies. Technology and impact on teaching/learning styles will be considered. Ethical and legal concerns will be addressed. Students review research and construct their own projects in development of instruction appropriate for varied teaching/learning styles, specific students' needs, assessments, and means of implementation. Fall II, Summer II.
This course is a critical study of outstanding children's and young adults' literature from early times to the present will be done. Selected examples will be evaluated in depth; units and activities will be devised for the examples. Spring II.
This course covers strategies and competencies for improving students' reading and studying in the content areas will be stressed. The focus will be on intermediate grades through post-secondary. Students will be asked to design and field test reading procedures in content areas of their choice. Summer I.
This course develops a working knowledge of the principles and practices of teaching reading using phonics and phonics as a component of the English language will be emphasized. The development of phonics including terminology, concepts, and historical aspects will be included. Current research related to phonics will be reviewed. Developmentally appropriate instructional programs and teaching materials will be evaluated. Historical influences on writing, spelling, vocabulary and grammar in the English language and the impact on reading and knowledge of language will be explored. Summer I.
This course focuses on the study of theoretical foundations, past and present, for the teaching of reading and how these theories influence classroom practices. Research concerning theory and practice will be emphasized as it concerns emergent literacy and developmental reading. Fall I.
This course is a study of the development of language in children. Topics include language acquisition, developmental processes of language, knowledge of speech, auditory and visual mechanisms with emphasis on the neurological basis of communication, verbal-nonverbal communication, communication disorders, ethnic and cultural diversity and the role of the caregiver. Field experience is included. Spring II.
This course focuses on current and innovative topics identified by the college faculty. Selected topics will vary and students may register for multiple topics courses. Fall, Spring, Summer
This course offers a study of principles and techniques of measurement and evaluation used in collecting data to improve student and teacher performance. The graduate student will develop extended competence with contemporary measurement and evaluation techniques including the interpretation of standardized test scores and the development of informal assessment measures. Appropriate technology applications will be included. Spring II, Summer II.
This course is an introductory course providing an overview of computer technology and its evolution. Terminology, concepts, and operations common to instructional technology will be introduced including those related to computer hardware, software, and peripheral devices. Social issues involving computers will also be a focus. This course is a prerequisite to all other graduate course work in instructional technology. Fall I.
This course covers a comprehensive approach to applications including word processing, databases, spreadsheets, graphics, and utilities used to develop merged products related to education. Designing and practicing strategies for teaching concepts and skills using productivity tools will be required. Prerequisite: EDUC 562 or permission of the instructor. Spring II.
This course explores the motivations of the American people in the development of American education, and the challenge encountered in upholding the provisions of the constitution and at the same time accommodating the diversity of the constituency to be served. The influences of leadership and major societal events which have determined the direction of American education are explored. The dynamics of the relationship of local, state and national control of education are investigated in light of historical, philosophical, ethical, social and economic influences. Current topics (technology, literacy) will be incorporated. Fall I, Summer I.
This course covers principles and practices related to designing, delivering, and assessing student learning activities that integrate computers/technology for a variety of student grouping strategies and for diverse student populations. Current instructional principles, related research, appropriate assessment practices, application of specific-purpose electronic devices (e.g., graphing calculator) as well as ethical and legal issues involving the use of technology will be included. Prerequisite: EDUC 562 or permission of the instructor. Spring I.
These hours are reserved for Graduate credit offered in concentrated format for license renewal and elective credit (maximum of 4 hours can count toward a degree). Selected topics for workshops can vary each year.
This course highlights the development, status, implications and prognosis of major contemporary issues and current best practices in American education. The focus of attention is to relate the efficacy of various strategies for educational improvements in light of major assessments (national/global) of the essential requirements of American education in serving the rapidly changing American culture. Issues related to the specific area of students and the use and impact of electronic and printed media on educational change will be explored. Summer II.
This course explores research-based principles, techniques and materials useful in the diagnosis of reading difficulties; development of materials and procedures for remediation of those difficulties. Practical application of techniques, materials and procedures will involve 90 hours of clinical/field experiences in the Prescriptive Tutoring Lab and in classrooms. Summer II.
These hours are reserved for special areas of interest identified by the student(s) for investigation. Students (individually or in a small group) can investigate an area normally not in existing courses or investigate an area in greater depth. Students must identify the topic, method of investigation and materials and submit a proposal to the supervising faculty member for approval.
This course provides the fundamental background in telecommunication terminology, hardware, and software. The course content will cover principles and practices designed to access and use telecommunications tools and resources for information sharing, remote information access and retrieval, multimedia and hypermedia publishing, video access and production, and distance learning. Legal, moral, and ethical issues related to access will be discussed. Prerequisite: EDUC 562 or permission of the instructor. Summer I.
This course covers related principles and procedures in multimedia will be emphasized to identify, select, and integrate video and digital images in varying formats for use in presentations, publications and other products that convey concepts and support curriculum. Students will develop hypermedia and multimedia products that apply basic instructional design principles. Prerequisite: EDUC 562 or permission of the instructor. Fall II.
The content of this course focuses on using the computer for planning, research, decision making, and collaborative activities as well as the design and manipulation of related bodies of information. Identification of strategies to support development of classroom and school laboratory policies, procedures, and practices related to the use of computers/technology will also be addressed. Prerequisite: EDUC 562 or permission of the instructor. Summer II.
This course is one of the last courses that a degree student should take in the program. The Research Practicum is a five-chapter research paper in which the student implements a research strategy and reports on conclusions and implications for practice, based on data collected in an educational setting. The purpose of the project is to allow the student to research an individual problem of practical and personal significance. Chapter One of this paper is developed in EDUC 504. Sound research techniques and scholarly writing are expected. Each student is assigned a research adviser for guidance throughout the research process. Prerequisites: EDUC 504, 510, 560. Fall, Spring, Summer.
This course is the culminating experience in the graduate program in education. Students design and implement a research project to address a problem existing in an educational setting. The research project is designed cooperatively with a faculty advisor. The project results in a written report that is submitted to the advisor and the Director of Graduate Education and an oral report that is presented before an identified audience. If the research poject is not completed within the semester for which the student is registered, the student must register for an additional credit hour the following semester/s (excluding summer sessions) until the project is completed. Prequisites: EDUC 510, taken within the last 12 hours of an approved graduate program, and permission of advisor.
This is the supervised scholarly investigation of a specific research problem. Students must provide a proposal describing the problem and procedure of investigation prior to starting the study. Format for the proposal and thesis will be provided by the Director of the Graduate Program in Education. Prerequisites: EDUC 510, completion of 15 hours of graduate work, and advisor approval.
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