2018 ACE Catalog - Volume 15 [ARCHIVED CATALOG]
Course Descriptions
|
|
|
American College of Education courses are designed to be taken independently, not sequentially. The majority of courses do not have prerequisites except as indicated in the course descriptions below. Note that 5000 level courses are at the
master’s level and 6000 level courses are at the specialist and doctoral level.
|
| |
Education Transition to Teaching |
| |
-
EDTT5061 - Capstone Experience for Elementary TeachersCredits: 1
The capstone experience provides an opportunity for students in the M.A.T. in Elementary Education program to demonstrate and document the impact of the knowledge and competencies gained throughout and as a result of the program. In the capstone experience, students select artifacts produced along with or as a result of course application assignments. These artifacts serve as the centerpiece of a culminating project that demonstrates competency in teaching.
|
| |
-
EDTT5313 - Instructional Practice and DeliveryCredits: 3
This course provides students an opportunity to study, reflect on, and develop their skills in instructional methods while applying and practicing these methods in secondary classrooms. Major topics include characteristics of effective, intentional teaching; student diversity and the ways in which teacher understanding of students impacts learning; instructional planning; the creation of effective lessons using a variety of approaches and technologies; classroom management; Response to Instruction (RTI); multiple forms of assessment, and the use of data-based decision making to improve instruction.
|
| |
-
EDTT5333 - Content Specific MethodologyCredits: 3
This course focuses on how to teach content effectively in today’s secondary schools. Emphasis is on an understanding of content specific methodologies, various learning theories, learning styles, multiple intelligences, and other research-based content delivery strategies to engage students and be effective in teaching adolescent learners. In addition, this course demonstrates how to use effective unit and lesson plan design that incorporates state standards, the Common Core State Standards (CCSS), and Universal Design for Learning (UDL) principles, assessment techniques, and data-based decision making to improve teaching and learning.
|
| |
-
EDTT5353 - Adolescent Development and Learning ProcessCredits: 3
Students explore the needs and concerns of developing adolescents when part of a caring, respectful, and equitable classroom. This course prepares students to explore adolescent learning and development in terms of prior knowledge, interests, and experiences in and out of school and relationships formed with teachers and peers.
|
Educational Business |
| |
-
ACCT5303 - Managerial AccountingCredits: 3
This course focuses on communicating the financial status of an educational organization or institution in alignment with governing policies and procedures. Applying sound accounting practices, students examine financial reporting, contractual services, cash flow analysis, purchases, investments, policies and procedures, and forecasting within the legal constraints established by state and federal agencies.
|
| |
-
EBUS5091 - Capstone Experience for Educational Business AdministrationCredits: 1
The Capstone Experience is designed for candidates to demonstrate and document the impact of their knowledge and competencies gained throughout, and as a result of, studies related to Educational Business Administration.
|
| |
-
EBUS5203 - Management of Financial ResourcesCredits: 3
Designed to explore fiscal and budget responsibilities, this course applies budgetary principles to interpret a range of funding and valuation models, including property tax levy. By analyzing the shifts in cash flow, students consider multiple theoretical approaches to effectively manage revenue sources, expenditures, budgetary constraints, and forecasts of resources, with respect to state and federal regulations. Emphasis is placed on the budget process including the support of technology resources, facilities, and applications as it relates to reporting the management and oversight of funds and financial services.
|
| |
-
EBUS5213 - Human Resource ManagementCredits: 3
Designed to assist leaders in gaining knowledge and experience of legal and ethical standards, this course provides opportunities for students to explore aspects of benefits and payroll administration, employment law and labor relations. Exploring the changing role of human resources, principles and strategies for gathering and communicating critical information are examined including ways to conduct job and compensation analyses, proactive planning and implementation for hiring, staff and faculty development, and resolving conflicts along with other workplace issues.
|
| |
-
EBUS5253 - Strategic Innovation and Educational EntrepreneurshipCredits: 3
In this course, students evaluate models, theories, and evidence-based best practices related to strategic management and innovation in educational entrepreneurship. Students learn the fundamentals of business planning and design, develop, and implement strategic models facilitating innovation and creativity to be used in diverse entrepreneurial endeavors.
|
| |
-
EBUS5263 - Innovative Learning EnvironmentsCredits: 3
Driven by organizational theory, this project-based course integrates aspects of sociology with adult learning theory to deliver on online option for staff or faculty development. Students identify a learning solution in response to an organizational problem. Utilizing research-based theories, principles, models, and practices, concepts related to application are tested to determine value and appropriate action.
|
| |
-
EBUS5401 - Introduction to Educational Business AdministrationCredits: 1
Students are prepared to appropriately apply philosophy and school business theories to the educational environment. By tracing the historic role of laws in education and government, students examine how a school culture is established through the organization’s vision, mission, and goals to optimize student learning. Transparency, ethics, inclusiveness, and equity play a vital part in understanding the importance of gaining buy-in and support from employees, boards, and community members.
|
| |
-
EBUS5403 - Marketing ManagementCredits: 3
As an introduction to foundational concepts of marketing, this course considers various perspectives from influencer to consumer. Marketing opportunities are explored for implementing strategic plans through the use of research and analysis. Students examine examples of brand development, positioning, and management of integrated marketing communications (IMC) campaigns, which can be highly beneficial for private and charter schools. Case studies and scenarios frame the examination of managed markets. The intersection of marketing with public and media relations is also explored.
|
| |
-
EBUS5413 - Operations and Facility ManagementCredits: 3
Based on the interdisciplinary study of business, operations, and facility management, this course effectively prepares students to coordinate people, budgets, infrastructure, logistics, spatial organization, purchasing, and other financial, material, and technological resources specific to educational settings. The concepts of operational efficiency, institutional resiliency, and contingency planning across departments is also explored to ensure academic continuity. The role of human resource management is considered with respect to communication, emergency planning, preparedness and recovery, environmental protection, property management, technology, and vendor management.
|
| |
-
EBUS5423 - Data Analytics and ReportingCredits: 3
This course assists students in gaining the knowledge, experience, and resources needed to appropriately analyze and report organizational data to ensure quality, equitable, and informed decisions. To efficiently manage organizational needs, students examine ways to use technology to maintain, and retrieve relevant data, and prepare various documents for the purpose of maximizing resources in a variety of educational settings.
|
| |
-
EBUS5433 - Law, Labor, and NegotiationsCredits: 3
This course establishes the legal foundation of public schooling by examining authority from constitutional through local governance. Issues related to school and public works law are examined in case studies focused on liabilities, disabilities, and facilities delivering educational services. This includes laws related to labor relationships and contract negotiations, and building and construction contracts.
|
| |
-
EBUS5443 - Risk ManagementCredits: 3
This course develops leaders in a wide range of educational and organizational settings, who can effectively forecast and evaluate financial risks challenging their institutions. To avoid or minimize risk in a proactive manner, students learn to utilize analysis, avoidance, minimization, or elimination of undesirable threats to protect present and future organizational interests. Through the identification, assessment, and prioritization of risks, students prepare to minimize, monitor, and control the probability and impact of negative events on an institution in a manner that does not detract from the institutional goals.
|
| |
-
EBUS5463 - Human Resources FundamentalsCredits: 3
A comprehensive course designed to provide students with the tools needed for successful management of the critical human resources functions, including employee relations, professional development, and conflict management. Students gain an understanding of the importance of employee performance and satisfaction to organizational culture. By providing fundamentals in managing all levels of the workforce, from professional development to conflict management and resolution, students will be confident administering evaluations, documentation, and disciplinary actions while becoming familiar with appropriate communication when managing difficult situations.
|
| |
-
EBUS5473 - Employment LawCredits: 3
Through an in-depth look at employment law and managing risk, this course will give students the tools needed to navigate a collective bargaining contract, along with required contractual policies and procedures. Students will gain a deeper understanding of workplace compliance laws, while exploring the differences between employees and independent contractors.
|
| |
-
EBUS5483 - Strategic HR ManagementCredits: 3
This course thoroughly studies how human resources function as a strategic partner to all lines of business. Students will learn a multitude of skills ranging from the basic administration of personnel records, employee handbooks and policies, to the entire recruiting and hiring process. By providing a comprehensive study into compensation and benefits administration, students will leverage understanding of specific laws and regulations, including ACA regulations as these relate to payroll functions.
|
| |
-
EBUS5493 - Information SystemsCredits: 3
Using research, students acquire and utilize multiple resources designed to effectively and efficiently create, collect, filter, process, and distribute data through well-managed information systems. The course provides a solid foundation for maximizing available technological and organizational resources through the enhancement of operations and information systems support while also providing the knowledge, skills, and experience to administer such functions. This course further helps to prepare educational business leaders to successfully analyze and evaluate trends and best practices in information systems.
|
| |
-
EBUS5553 - Internship in Educational Business Administration (Optional)Credits: 3
The optional 300-hour internship is created for students in states requiring field-based experiences as a component of licensure. Guided by an approved mentor, interns apply theories and strategies to effectively perform the role, function, and responsibilities of a school business officer.
|
| |
-
EBUS5556 - Internship in Educational Business Administration (Optional)Credits: 6
The optional 600-hour internship is created for students in states requiring field-based experiences as a component of licensure. Guided by an approved mentor, interns apply theories and strategies to effectively perform the role, function, and responsibilities of a school business officer.
|
| |
-
ECON5203 - Education EconomicsCredits: 3
By investigating the underlying structures of economics through the application of econometrics, students apply theories to topics such as human capital, institutional finance, and educational technology. As economics grows more complex and critical, educational choice, public funding, and policy trends impact the education production function. The economics of education is explored from a cost-and-benefit perspective as students learn to navigate operational challenges, make data-driven financial decisions, and maximize capital resources utilizing sound principles of management.
|
Educational Leadership |
| |
-
EL5023 - Assessment StrategiesCredits: 3
Embracing the value of assessment and evaluation is the first step in improving learner outcomes through data-driven decision-making. This course develops relevant competencies and promotes a healthy balance of utilizing formative and summative assessments, evaluation practices, and data to inform and guide integrated curriculum development and instructional delivery. Assessments can provide facilitators with the knowledge and skills required to meet the needs of diverse learners, including special populations, in a variety of school and organizational settings.
|
| |
-
EL5033 - Creating Safe and Supportive Learning EnvironmentsCredits: 3
Through classroom application of course content, this course provides students with substantial practical experience as they master and implement preventive and positive classroom management strategies. In addition, students acquire both theoretical and practical knowledge about the relationships between schoolwide systems and behavioral development, learning and achievement among students with diverse needs, including special populations, English language learners, and gifted and talented.
|
| |
-
EL5053 - Community Engagement, Outreach, and CollaborationCredits: 3
How can those within the community support the established teaching and learning goals set by the school? This course provides a foundation for developing relationships among stakeholders in the school community-students, school, parents, and the community at large-for the express goal of supporting student learning. In addition to examining research findings, students will explore family engagement, mutually beneficial community relationships, and student advocacy. The course culminates with a plan for continuing school improvement and professional growth.
|
| |
-
EL5091 - Capstone Experience for Educational LeadershipCredits: 1
The Capstone Experience is designed for candidates to demonstrate and document the impact of their knowledge and competencies gained throughout and as a result of the Educational Leadership program.
|
| |
-
EL5113 - Educational Leadership Internship CompletionCredits: 3
This course is designed to assist students completing additional hours to meet licensure expectations. Additional internship hours must be completed within two years after final course enrollment.
|
| |
-
EL5123 - Diverse LearnersCredits: 3
This course reviews data related to the effectiveness of educational initiatives emphasizing evidence-based instructional design models used to assess and instruct students with diverse learning needs. Special attention is given to inclusion of traditionally underrepresented learner populations, i.e.; special education, LEP, economically disadvantaged, and ethnic minorities.
|
| |
-
EL5601 - Independent Study for Educational LeadershipCredits: 1
This course is an independent study of specific problems in the area of building and district leadership with emphasis on the principalship. This course may be repeated. In seeking permission to register in this course, the student will submit a proposed topic to the department chair. With an approved topic, the student will conduct an independent inquiry under the supervision of a faculty member. Work in EL5601 must be accomplished in a regular five-week session with all student products submitted through the learning management system. Through the student’s independent inquiry, the student will develop a product for review. Pre-requisite(s): Permission of the department chair.
|
| |
-
EL5602 - Independent Study for Educational LeadershipCredits: 2
This course is an independent study of specific problems in the area of building and district leadership with emphasis on the principalship. This course may be repeated. In seeking permission to register in this course, the student will submit a proposed topic to the department chair. With an approved topic, the student will conduct an independent inquiry under the supervision of a faculty member. Work in EL5601 must be accomplished in a regular five-week session with all student products submitted through the learning management system. Through the student’s independent inquiry, the student will develop a product for review. Pre-requisite(s): Permission of the department chair.
|
| |
-
EL5603 - Independent Study for Educational LeadershipCredits: 3
This course is an independent study of specific problems in the area of building and district leadership with emphasis on the principalship. This course may be repeated. In seeking permission to register in this course, the student will submit a proposed topic to the department chair. With an approved topic, the student will conduct an independent inquiry under the supervision of a faculty member. Work in EL5601 must be accomplished in a regular five-week session with all student products submitted through the learning management system. Through the student’s independent inquiry, the student will develop a product for review. Pre-requisite(s): Permission of the department chair.
|
| |
-
EL5623 - Developing TeachersCredits: 3
This course provides students with resource management strategies to identify the organizational needs of a school, leverage the unique strengths and talents of competent teachers, and build the instructional and leadership capacity of teams. Students also learn how to develop and implement assessment and evaluation strategies to document teacher performance and to guide decisions relevant to professional development and employment termination options.
|
| |
-
EL5653 - Professional Communities of PracticeCredits: 3
This course focuses on the identification and implementation of research-based strategies to develop vibrant and meaningful professional learning communities (PLCs) with the primary goal of increasing student achievement. Students will learn about the importance of developing a common professional language that can be used to identify and solve both school management and instructional challenges. In addition, students will use converging research evidence in identifying the characteristics of effective PLCs and common obstacles to establishing them. This course also provides a solid foundation for establishing structures and routines that make a thriving professional learning community possible.
|
| |
-
EL5703 - School ImprovementCredits: 3
This course prepares students to promote and influence change in their schools with a goal of improving instruction and school and student outcomes. Students explore research on school improvement strategies, structures, and processes, analyze leadership decisions and behaviors, and examine the implications of research, technology, and commonly used practices for managing organizational change. Students also use existing research and literature to uncover underlying assumptions about school reform efforts, to improve the accuracy of problem identification, issues of human and social capital, the need for professional learning, and the challenges of overcoming bureaucratic and cultural norms.
|
| |
-
EL5723 - Resource and Fiscal ManagementCredits: 3
This course identifies local, state, and federal sources for school funding and provides students with familiarity with state funding formulas and local budget guidelines. An emphasis is also placed on ensuring that aspiring leaders develop competencies essential to the allocation of resources toward teaching, learning, and school improvement priorities rather than simply monitoring facilities and accounts. Students will also have the opportunity to explore non-traditional funding sources such as grants, foundations, and community partnerships.
|
| |
-
EL5753 - Law and PolicyCredits: 3
This course focuses on legal and ethical dimensions of school leadership with an emphasis on resolving conflicts in the school community. Students analyze legal cases and ethical dilemmas that relate to the role and responsibilities of the leader tasked with creating and maintaining an educational environment that protects and nurtures equity, fairness, tolerance, and respect, particularly balancing the needs of special populations, families, and underserved students.
|
| |
-
EL5983 - Internship Experience for Educational LeadershipCredits: 3
This course is designed to allow students the opportunity to engage in a variety of field experiences to enrich their professional growth, skills, knowledge, and attributes as school leaders. In the course, students will apply academic learning to practice in the field and display occurrences through a series of projects.
|
| |
-
ELFL5091 - Capstone Experience for Educational Leadership (Florida)Credits: 1
The Capstone Experience is designed for candidates to demonstrate and document the impact of their knowledge and competencies gained throughout and as a result of the Educational Leadership program.
|
| |
-
ELFL5983 - Internship Experience for Educational Leadership (Florida)Credits: 3
This course is designed to allow students the opportunity to engage in a variety of field experiences to enrich their professional growth, skills, knowledge, and attributes as school leaders. In the course, students will apply academic learning to practice in the field and display occurrences through a series of projects.
|
| |
-
ELIL5091 - Capstone Experience for Educational Leadership (Illinois)Credits: 1
The Capstone Experience is designed for candidates to demonstrate and document the impact of their knowledge and competencies gained throughout and as a result of the Educational Leadership program.
|
| |
-
ELIL5983 - Internship Experience for Educational Leadership (Illinois)
This course is designed to allow students the opportunity to engage in a variety of field experiences to enrich their professional growth, skills, knowledge, and attributes as school leaders. In the course, students will apply academic learning to practice in the field and display occurrences through a series of projects.
|
| |
-
ELIN5091 - Capstone Experience for Educational Leadership (Indiana)Credits: 1
The Capstone Experience is designed for candidates to demonstrate and document the impact of their knowledge and competencies gained throughout and as a result of the Educational Leadership program.
|
| |
-
ELIN5983 - Internship Experience for Educational Leadership (Indiana)Credits: 3
This course is designed to allow students the opportunity to engage in a variety of field experiences to enrich their professional growth, skills, knowledge, and attributes as school leaders. In the course, students will apply academic learning to practice in the field and display occurrences through a series of projects.
|
| |
-
ELOH5091 - Capstone Experience for Educational Leadership (Ohio)Credits: 1
The Capstone Experience is designed for candidates to demonstrate and document the impact of their knowledge and competencies gained throughout and as a result of the Educational Leadership program.
|
| |
-
ELOH5983 - Internship Experience for Educational Leadership (Ohio)Credits: 3
This course is designed to allow students the opportunity to engage in a variety of field experiences to enrich their professional growth, skills, knowledge, and attributes as school leaders. In the course, students will apply academic learning to practice in the field and display occurrences through a series of projects.
|
Educational Leadership Texas |
| |
-
ELTX5091 - Capstone Experience for Educational Leadership (TX)Credits: 3
The Capstone Experience is designed for candidates to demonstrate and document the impact of their knowledge and competencies gained throughout and as a result of the Educational Leadership program.
|
| |
-
ELX5023 - Assessment Strategies (TX)Credits: 3
Embracing the value of assessment and evaluation is the first step in improving learner outcomes through data-driven decision-making. This course develops relevant competencies and promotes a healthy balance of utilizing formative and summative assessments, evaluation practices, and data to inform and guide integrated curriculum development and instructional delivery. Assessments can provide facilitators with the knowledge and skills required to meet the needs of diverse learners in a variety of school and organizational settings.
|
| |
-
ELX5033 - Creating Safe and Supportive Learning Environments (TX)Credits: 3
Through classroom application of course content, this course provides students with substantial practical experience as they master and implement preventive and positive classroom management strategies. In addition, students acquire both theoretical and practical knowledge about the relationships between schoolwide systems and behavioral development, learning and achievement among students with diverse needs.
|
| |
-
ELX5053 - Community Engagement, Outreach, and Collaboration (TX)Credits: 3
How can those within the community support the established teaching and learning goals set by the school? This course provides a foundation for developing relationships among stakeholders in the school community-students, school, parents, and the community at large-for the express goal of supporting student learning. In addition to examining research findings, students will explore family engagement, mutually beneficial community relationships, and student advocacy. The course culminates with a plan for continuing school improvement and professional growth.
|
| |
-
ELX5123 - Diverse Learners (TX)Credits: 3
This course reviews data related to the effectiveness of educational initiatives emphasizing evidence-based instructional design models used to assess and instruct students with diverse learning needs. Special attention is given to inclusion of traditionally underrepresented learner populations, i.e.; special education, LEP, economically disadvantaged, and ethnic minorities.
|
| |
-
ELX5623 - Developing Teachers (TX)Credits: 3
This course provides students with resource management strategies to identify the organizational needs of a school, leverage the unique strengths and talents of competent teachers, and build the instructional and leadership capacity of teams. Students also learn how to develop and implement assessment and evaluation strategies to document teacher performance and to guide decisions relevant to professional development and employment termination options.
|
| |
-
ELX5703 - Campus Improvement (TX)Credits: 3
Students explore research on school improvement strategies, structures, and processes, analyze leadership decisions and behaviors, and examine the implications of research and commonly used practices for managing organizational change. Students also use existing research and literature to uncover underlying assumptions about school reform efforts, to improve the accuracy of problem identification, issues of human and social capital, the need for professional learning, and the challenges of overcoming bureaucratic and cultural norms.
|
| |
-
ELX5723 - Resource and Fiscal Management (TX)Credits: 3
This course identifies local, state, and federal sources for school funding and provides students with familiarity with state funding formulas and local budget guidelines. An emphasis is also placed on ensuring that aspiring leaders develop competencies essential to the allocation of resources toward teaching, learning, and school improvement priorities rather than simply monitoring facilities and accounts. Students will also have the opportunity to explore non-traditional funding sources such as grants, foundations, and community partnerships.
|
| |
-
ELX5753 - Law and Policy (TX)Credits: 3
This course focuses on legal and ethical dimensions of school leadership with an emphasis on resolving conflicts in the school community. Students analyze legal cases and ethical dilemmas that relate to the role and responsibilities of the leader tasked with creating and maintaining an educational environment that protects and nurtures equity, fairness, tolerance, and respect.
|
| |
-
ELX5983 - Practicum Experience for Educational Leadership (Texas)Credits: 3
This course is designed to allow students the opportunity to engage in a variety of field experiences to enrich their professional growth, skills, knowledge, and attributes as school leaders. In the course, students will apply academic learning to practice in the field and display occurrences through a series of projects.
|
Educational Technology |
| |
-
DL5013 - The Digital LearnerCredits: 3
This course examines the impact of technology on learning as well as how today’s student navigates a media-rich world. Topics include the human-computer interface, technology and the brain, diffusion of innovations, and connectivity through social media. The course considers trends and issues in educational technologies as well as research into the effects of technology on society.
|
| |
-
DL5023 - The Digital EducatorCredits: 3
This course uses a project-based approach in studying technology in education, best practices for classroom teachers, and strategies for professional development in light of emerging technologies. The course addresses 21st century standards for education, educators’ digital presence, cloud computing, and digital ethics.
|
| |
-
DL5103 - Instructional Models for Digital LearningCredits: 3
This course draws from multiple disciplines to explore design and strategies for computer- and web-based learning. Special attention is paid to collaborative learning, interactivity, assessment, and best use of technology tools.
|
| |
-
ET5013 - Responsible Technological ChangeCredits: 3
Learners attain a broad overview of best practices in online learning processes, including an exploration of major theories and concepts, paradigm shifts, current trends, and issues in online and blended learning and virtual instruction. They consider diverse perspectives related to technological change and acquire best practices for connecting with students and their families and promoting student engagement, independence, and self-assessment. From the perspective of preparing students to be critical consumers of information and producers of knowledge, learners increase their knowledge of 21st century information literacy skills and strategies to prepare their students for participation in the global community. Ethical and legal practices, including those related to intellectual freedom, privacy, and adaptive and assistive services, are explored and applied in various contexts. Learners use their knowledge to design appropriate learning experiences, assess student readiness, provide opportunities for student self-assessment, and create and communicate learning objectives.
|
| |
-
ET5023 - Practices for Evaluating Technological ResourcesCredits: 3
In this course, learners investigate and use existing and emerging technologies to support content and instructional delivery, student learning and engagement, collaboration, and communication in online and blended environments. They demonstrate the ability to use a variety of tools, including those for information access and retrieval, to promote student learning and classroom/professional research and evaluation. Learners also analyze technological tools in their own workplaces, identify areas of need, and make recommendations for improvement based on costs and benefits. Learners demonstrate knowledge of the principles of Universal Design for Learning (UDL) and adaptive and assistive technologies to support effective virtual instruction for diverse student populations, including those with exceptionalities and English learners.
|
| |
-
ET5033 - Technology for Learning and AssessmentCredits: 3
In this course, learners apply fundamental concepts related to learning and assessment in online and blended environments, including continuous evaluation, formative and summative assessment, and alignment of assessment to student learning outcomes. Learners use and evaluate current and emerging technologies to improve learning and assessment in ways that ensure validity, reliability, and the security of student data. They are introduced to and use a variety of tools offering opportunities for the collection, tracking, and analysis of student achievement data. Learners then evaluate the ability of the technologies to support authentic and performance-based assessment in written assignments, simulations and games, individual and collaborative projects, and portfolios. Finally, learners link learning and assessment by developing a standards-based unit plan demonstrating the ability to clearly communicate assessment criteria, provide prompt and personalized feedback, monitor student progress, inform instruction, guide student management of coursework and resources, and develop interventions.
|
| |
-
ET5043 - Technology Curriculum and PlanningCredits: 3
Using principles, theories, and models of curriculum design, learners build a school wide, standards-based technology curriculum that supports and enhances existing subject and content curriculum. Using the results of a current practices analysis, learners construct a measurable curriculum plan that promotes the integration and application of technology skills into the learning process, demonstrates the ability to differentiate instruction, and supports the needs of a diverse student population. Additionally, learners prepare an implementation timeline and presentation to introduce the curriculum which identify the supportive role of the educational technology leader in helping students to achieve technology standards. Learners also demonstrate understanding of digital equity issues and strategies for resolving differing levels of access to technology resources.
|
| |
-
ET5053 - Design of Learning EnvironmentsCredits: 3
Learners apply psychological theories and instructional design models and principles to a continuum of learning environments, including face-to-face, blended, and online. They demonstrate the ability to manage and adapt learning experiences and instruction to each environment by emphasizing inclusion and collaboration, identifying and analyzing learners and learning tasks, goals, objectives, and assessments. Learners develop products in which they establish learning expectations, promote student-instructor and student-instructor interactions, determine instructional strategies and appropriate materials, and design formative and summative evaluations. Cybersecurity and cyberbullying are addressed within the context of effective learning environments.
|
| |
-
ET5063 - Creating Professional Environments in a Virtual WorldCredits: 3
Applying principles of instructional design and adult learning, learners demonstrate a broad understanding of their professional environment by developing products to support continuous professional growth within the organization. Learners identify and evaluate technologies to facilitate and improve collaboration, productivity, communication, and instruction for all organizational stakeholders. They also design a professional development plan based on best practices and emphasizing legal and ethical guidelines specific to blended and online learning environments. Within the context of professional environments, academic integrity and dishonesty, personal and professional learning networks, and digital citizenship are major topics.
|
| |
-
ET5073 - Educational Technology Planning and DeliveryCredits: 3
This course prepares learners to plan and deliver individualized, rich, and meaningful virtual instruction using best practices and evidence supported models. Through a variety of products, learners apply knowledge of the structure and components of virtual instruction, planning and implementing appropriate activities and assignments for diverse students. Learners demonstrate the ability to use technology resources effectively, seek alternative funding sources, and prepare a grant application to support the planning and delivery of a curriculum unit. Within the curricular unit, learners emphasize technology integration, the role of feedback in student achievement, the monitoring of curricular effectiveness, and the modification of curriculum and instruction to meet diverse student needs.
|
| |
-
ET5081 - Certificate Capstone in Virtual InstructionCredits: 1
The Certificate Capstone is designed for candidates to demonstrate and document the impact of their knowledge and competencies gained throughout, and as a result of the Certificate in Virtual Instruction.
|
| |
-
ET5083 - Educational Technology Systems ManagementCredits: 3
Learners will become proficient in researching and evaluating networks, hardware and software commonly used in educational settings. Learners will investigate and share issues related to planning, purchasing, and integrating new systems and supporting existing systems. Operating systems maintenance and trouble-shooting strategies will be explored in the context of developing an instructional manual and training for a technology management team. Security concerns related to identity protection and filtering will also be explored.
|
| |
-
ET5091 - Capstone Experience for Educational TechnologyCredits: 1
The Capstone Experience is designed for candidates to demonstrate and document the impact of their knowledge and competencies gained throughout and as a result of this Educational Technology the program. It does this by having candidates provide specific artifacts produced along with or as a result of their courses’ application assignments. Candidates align their work with the National Educational Technology Standards (NETS) for Educational Technology Facilitators as established by the International Society for Technology in Education (ISTE) in collaboration with the National Council for the Accreditation of Teacher Education (NCATE). Opportunities to use technology in synthesizing and reflecting upon their learning and future are also provided, culminating in students’ construction of their own online electronic portfolio to provide a highly personalized framework for their planning and professional documentation beyond graduation.
|
| |
-
ET5801 - Independent Study for Educational TechnologyCredits: 1
This course is an independent study of specific problems in the field of technology. May be repeated. In seeking permission to register in this course, the student will submit a proposed topic to the department chair. With an approved topic, the student will conduct an independent inquiry under the supervision of a faculty member. Work in ET5801 must be accomplished in a regular five-week session with all student products submitted through the learning management system. Through the student’s independent inquiry, the student will develop a product for review. Pre-requisite(s): Permission of the department chair.
|
| |
-
ET5802 - Independent Study for Educational TechnologyCredits: 2
This course is an independent study of specific problems in the field of technology. May be repeated. In seeking permission to register in this course, the student will submit a proposed topic to the department chair. With an approved topic, the student will conduct an independent inquiry under the supervision of a faculty member. Work in ET5802 must be accomplished in a regular five-week session with all student products submitted through the learning management system. Through the student’s independent inquiry, the student will develop a product for review. Pre-requisite(s): Permission of the department chair.
|
| |
-
ET5803 - Independent Study for Educational TechnologyCredits: 3
This course is an independent study of specific problems in the field of technology. May be repeated. In seeking permission to register in this course, the student will submit a proposed topic to the department chair. With an approved topic, the student will conduct an independent inquiry under the supervision of a faculty member. Work in ET5803 must be accomplished in a regular five-week session with all student products submitted through the learning management system. Through the student’s independent inquiry, the student will develop a product for review. Pre-requisite(s): Permission of the department chair.
|
| |
-
TECH5103 - Online Learning and TeachingCredits: 3
Students will compare theories of teaching and learning with applications to online instruction. Content includes emerging technology and use of Open Educational Resources.
|
| |
-
TECH5113 - Creating Online Collaboration and CommunitiesCredits: 3
Students will critique research on social presence and best practices for connecting online with students or colleagues, as well as best practices for social media use within education organizations.
|
| |
-
TECH5133 - Online Teaching and AssessmentCredits: 3
Students will demonstrate effective online teaching and assessment; analyze and compare Learning Management Systems; and advocate for professional organizations which provide continuing development for online educators.
|
| |
-
TECH6303 - Online Learning and TeachingCredits: 3
Students will compare theories of teaching and learning with applications to online instruction. Content includes emerging technology and use of Open Educational Resources.
|
| |
-
TECH6313 - Creating Online Collaboration and CommunitiesCredits: 3
Students will critique research on social presence and best practices for connecting online with students or colleagues, as well as best practices for social media use within education organizations.
|
| |
-
TECH6333 - Online Teaching and AssessmentCredits: 3
Students will demonstrate effective online teaching and assessment; analyze and compare Learning Management Systems; and advocate for professional organizations which provide continuing development for online educators.
|
| |
-
TECH6343 - Emerging Technologies in EducationCredits: 3
Students will design, implement, and assess examples of programs that apply emerging technology. The course will focus on issues associated with the interface of technology and people.
|
| |
-
TECH6353 - Capstone in Online EducationCredits: 3
The Capstone Experience is designed for candidates to demonstrate and document the impact of their knowledge and competencies gained throughout and as a result of the doctoral focus of study in online education. Students create a professional portfolio based on work created during their program to highlight mastery of specific academic outcomes and demonstrate the impact of the focus of study on the professional field.
|
English |
| |
-
COM4003 - CommunicationsCredits: 3
This course considers the necessity of communicating well in society. Communicating verbally, through the written word, and through body language are examined closely. Barriers to communication along with ways to overcome them are discussed in detail. The importance of providing and accepting feedback is analyzed. Interpersonal communication skills and theories of communication round out the course.
|
| |
-
ENG4003 - Technical WritingCredits: 3
This course provides an overview of how to write successfully for a variety of technical purposes. Through a series of exercises, students learn to respond appropriately in writing in various modes and organizational contexts for different audiences. Ethics of the writer and the responsibility to the audience are discussed in-depth. Students gain practical experience and better understand how to decrease barriers to communication through the written word. The impact of culture and language on technical writing are also considered.
|
| |
-
ENG5003 - Writing as a Means to an End - Connecting Writing and Reading for Literacy SuccessCredits: 3
Covey’s principle of “beginning with the end in mind” sets the stage for developing competencies in using different language strategies to convey meaning, relevance, and purpose for reading and writing within various genres. By exploring theories for developing and interpreting concepts, learners establish a vehicle for integrating content across disciplines as a way to interpret, synthesize, and respond to issues experienced by various audiences. Emphasis is placed on argumentative, informative/explanatory, narrative, and other forms of writing, their structure, and appropriateness to various audiences.
|
| |
-
ENG5013 - High Drama - Evaluating Literary and Commercial WorksCredits: 3
This course aids in understanding the influences on creation of thought and perspective as reflected in personal expressions and professional expectations. By examining literary and commercial works on the same topic, learners consider how personal or professional perspectives can take a dramatic shift depending upon environmental influences and delivery approaches impacting comprehension. Understanding the drama of a personal story gives expression to the human experience.
|
| |
-
ENG5023 - The Culture of Literary Expression - Analyzing Influences on Literature and ComprehensionCredits: 3
This course investigates the societal factors impacting literary expression including class, politics, gender, and globalization, as expressed in music, digital devices, images, film, and other technologies. From wars to social media, an understanding is gained of how these have influenced changes in the English language over time, as a backdrop for responding and reflecting upon personal and professional fulfillment.
|
| |
-
ENG5033 - Revolutionary Words - Using Language and Literacy to Make a DifferenceCredits: 3
This course introduces the impact of language in personal and public writing and speaking - including uses of propaganda, contradiction, letters, novels, journalism, poetry, theater, and visual media - on social and political change, including insurrection, legislation, and military conflict. To accomplish a purpose for communicating to a selected audience, the structure and conventions of language are examined.
|
| |
-
ENG5043 - The Message in the Bottle - Media and Messaging in the Modern AgeCredits: 3
This course defines ways media has served as a conveyance of ideas, generating responses from the town crier to digital devices. By exploring the theories and psychological factors of developing and interpreting meaning, learners engage in forms of communication based upon research into the patterns of language, ways to determine accuracy and truth, and a best-fit approach for a selected audience.
|
| |
-
ENG5053 - The Power of Words and Images - Framing Influential Works Through New LiteraciesCredits: 3
This course selects influential works from pivotal moments in history which shaped the course of human interaction. “The pen is mightier than the sword” has given way to the tweet of thumbs. Through research, learners explore how the Library of Congress determines what to archive, identifies significance, and sorts content. The nature of new literacies frame the study of exemplary writers and the descriptive writing process.
|
ESL/BL/TESOL |
| |
-
BE5013 - Foundations of ESL and Bilingual EducationCredits: 3
An essential course for all educators, this course provides students with an understanding of the historical, political, social, cultural, and educational concepts and issues that affect linguistically and culturally diverse students in the educational system. A review of local, state, and federal policies regarding entitlement and appropriate school services for English language learners, and important program models are analyzed. Current theories of Second Language Acquisition (SLA), bilingualism, and socio-cultural theories are explored for their pedagogical implications and specific program models within and outside the U.S. are examined for their contributions to student academic achievement.
|
| |
-
BE5023 - Assessment of ESL and Bilingual StudentsCredits: 3
Students in this course explore issues of assessment of second language learners within the larger framework of historical, social, cultural, and political contexts. Utilizing a variety of theoretical models related to second language acquisition and academic achievement, students 1) analyze the ways that second language students are diverse, 2) discuss equitable assessment of diverse learners, and 3) evaluate existing instruments for second language learners. Students examine and review relevant state standards for content matter learning and language proficiency, and examine how those are assessed in mandated, large-scale assessment and in classroom assessment (traditional and alternative).
|
| |
-
BE5033 - Methods and Materials for Teaching English as a Second LanguageCredits: 3
This course provides teachers methods for providing language and content instruction to second language learners. Students consider historical and current English as a second language (ESL) program models and second language acquisition theories, pedagogy, and methodology. Relevant federal, state, and local learning and assessment standards are reviewed and applied to their teaching. Students are guided in creating and presenting teaching units and lessons based on various methods, approaches, and techniques. Students discuss the selection, use, and evaluation of books, multimedia, technology, and other materials. Students examine the application of relevant learning and assessment standards to their teaching of second language learners.
|
| |
-
BE5043 - Cross-Cultural Studies for Teaching ELLsCredits: 3
With the increase of limited-English-proficient students in urban environments, this course examines the impact of culture on society and the educational system, and the importance of culture in addressing the needs of immigrant students. It explores the dynamic processes of acculturation and cultural conflict. Students examine the role of culture in the American educational system and how ethno-linguistic groups contribute to the dynamics of the classroom. Students examine behavioral expectations and learning styles of students from different backgrounds, how that changes the classroom dynamics, and how teacher expectations can affect perceptual judgments of students. Students learn how to design culturally relevant instruction to further the academic success of diverse groups, and learn ways to foster collaborative and dynamic learning environments.
|
| |
-
BE5053 - Advocacy and LeadershipCredits: 3
This course addresses growth opportunities for teacher leaders as they increase their awareness of educational policy and laws at the local, state, and national level and the roles of school leaders, boards of education, legislators, and other stakeholders in establishing these policies. Emphasis is placed on building leadership and advocacy knowledge and skills required to share information on policies and trends with colleagues; to work collaboratively with colleagues, student families and community members to advocate for student and teacher rights, needs, and resources, and to represent and advocate for the teaching profession and their students outside the classroom.
|
| |
-
BE5101 - Internship Experience for ESL EducationCredits: 1
The ESL Internship is designed to guide aspiring ESL teachers through structured and semi-structured, supervised experiences focused on teaching ESL students.
|
| |
-
BE6043 - Advanced Foundations of Second Language LearnersCredits: 3
This course provides an understanding of the historical, political, social, cultural, and instructional concepts and issues that affect linguistically and culturally diverse learners in a variety of settings. Students will research and review local, state, and federal policies regarding entitlement and appropriate services for second language learners. Students will gain in-depth knowledge of language development and acquisition and design research based support and instruction for second language learners. U.S. and international program models are analyzed and current theories of Second Language Acquisition (SLA), bilingualism, and socio-cultural theories are explored for their pedagogical implications. Students will develop assessment instruments, select materials, and learn how to monitor learning outcomes to support and enhance the development of second language learners.
|
| |
-
BE6053 - Assessment Methods for Second Language LearnersCredits: 3
Students in this course examine assessment approaches for second language learners within the larger framework of historical, social, cultural, and political contexts. Students will evaluate assessment tools and research historical theories in order to analyze the best practices in assessment of second language learners. Utilizing a variety of theoretical models related to second language acquisition and academic achievement, students 1) analyze the ways that second language students are diverse, 2) discuss equitable assessment of diverse learners, and 3) evaluate existing instruments for second language learners. Students examine and review relevant state or national standards for content matter learning and language proficiency and examine how those are assessed in mandated, large-scale assessment and in professional assessments (traditional and alternative). Students in non-traditional settings will examine how to align assessment methods with current professional standards for the field. Students will learn how to target certain learning outcomes by using critically evaluated materials.
|
| |
-
BE6063 - Methods and Materials for Second Language InstructionCredits: 3
This course focuses on the methodology for teaching language and content to second language learners. Participants research and critically examine historical and current ESL and bilingual education program models, theories of ESL and bilingual instruction and literacy, first and second language acquisition, and transfer of skills and content knowledge between first and second language. Relevant federal, state, and local learning and assessment standards are researched, reviewed and applied to their instructional settings. Participants research and use various methods, approaches, and techniques, as well as discuss the selection, use, and evaluation of books, multimedia, and other materials in the first and subsequent languages to support second language learners across multiple professional settings.
|
| |
-
BE6073 - Professional Advocacy and Leadership for Second Language LearnersCredits: 3
This course addresses growth opportunities for leaders as they increase their awareness of the need for advocates in the area of second language instruction in a variety of settings. Students will research policy and laws at the local, state, and national levels and reflect upon how they impact the second language learners in their current professional setting. Emphasis is placed on building the knowledge and skills required to share information on policies and trends with colleagues; to work collaboratively with others to advocate for second language learners and instructor rights, needs, and resources, and to represent and advocate for second language learners both within and beyond their current instructional settings.
|
| |
-
BE6083 - Understanding Linguistics and Second Language LearnersCredits: 3
This course covers the following essential dimensions of linguistics and the acquisition of language: language and the brain, first and second language acquisition, major components of linguistics (phonetics, phonology, morphology, syntax, semantics, and sociolinguistics), cognition and learning, and communicative competence. The course examines second language learners and their proficiency in oral, reading, and writing skills in English as well as the importance of the home languages as a foundation for learning a second language. Students get an overview of socio-cultural, psychological, and political variables that play a part in second language acquisition, which will translate to greater understanding of second language learners as they navigate the community and professional settings.
|
| |
-
BE6093 - Capstone in Second Language InstructionCredits: 3
The Capstone Experience is designed for candidates to demonstrate and document the impact of their knowledge and competencies gained throughout and as a result of the doctoral focus of study in second language instruction. Students create a professional portfolio based on work created during their program to highlight mastery of specific academic outcomes and demonstrate the impact of the focus of study on the professional field.
|
| |
Page: 1
| 2
| 3
| 4
| 5
|
|
Print this Page