May 04, 2024  
2018 ACE Catalog - Volume 15 
    
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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.
 

Research
  

  • RES6011 - Research Tool: APA & Bibliographic Software

    Credits: 1
    Students in this course will employ APA format for manuscripts and citations and compare bibliographic software for organizing references.
  

  • RES6013 - Research Methods

    Credits: 3
    Students will examine foundations of research design, data collection, analysis, and presentation. Students will assess ethics of education research and reporting.
  

  • RES6021 - Research Tool: Creating and Analyzing Measures

    Credits: 1
    Students will assess existing measures of performance and effectiveness. Students will create sample online surveys for data collection, as well as examine and analyze survey results. Issues associated with the development of valid measures, interviews, questionnaires, and surveys will be addressed.
  

  • RES6023 - Quantitative Research Designs

    Credits: 3
    This course provides students with an introduction to different types of quantitative research methods and statistical techniques for collecting and analyzing quantitative data. Topics include the nature of research, sampling, hypothesis testing, variance (F-test), two samples t-test (independent and dependent), multiple samples test (ANOVA and repeated measures), assessment reliability and validity, threats to validity, and components of a concept paper (prospectus), proposal, and dissertation. The course concludes with a comprehensive overview, including answers students need to know and be able to explain in a proposal or dissertation defense. Pre-requisite(s): RES 6013   and RES 6003  
  

  • RES6031 - Research Tool: Information Display Strategies

    Credits: 3
    Students will design appropriate strategies to present research results, including charts, tables, graphs, and summaries.
  

  • RES6033 - Qualitative Research Designs

    Credits: 3
    Students will compare qualitative research designs and application to real-world issues. Topics include data collection and analysis, as well as ethical issues in qualitative research. Pre-requisite(s): RES 6013  , RES 6003  , RES 6023  
  

  • RES6041 - Scholarly Writing and Research Strategies

    Credits: 1
    This course examines the importance of scholarly writing in your leadership practice, the foundation of how to write in a scholarly mode, and research strategies to support your doctoral writing. 
  

  • RES6201 - Dissertation I

    Credits: 1
    Students will develop the following components under supervision of the course faculty advisor: benchmark concept paper, doctoral candidacy application, proposal preparation and IRB approval. Pre-requisite(s): RES 6013  , RES 6003  , RES 6023  , RES 6033   and Completion of 51 credit hours.
  

  • RES6222 - Crafting a Concept Paper

    Credits: 2
    This course provides students the opportunity to complete an approved concept paper as the first step toward the Ed.S. original research project. Students will apply advanced research skills to address a real-world application of scholarly expertise as it relates to solving an existing problem. A description of the project will provide the rationale for the goals and objectives and includes a literature review, methodology, and the anticipated results of the research project. Pre-requisite(s): RES6013 - Research Methods ; RES6003 - Applied Statistics . Repeat the course as needed to complete the approved concept paper.
  

  • RES6223 - Dissertation Boot Camp

    Credits: 3
    This individualized coaching experience provides a strong foundation in essential scholarly research and writing skills and competencies through structured practice and feedback. The course is designed specifically to address construction of the dissertation proposal and the final doctoral dissertation.  Pre-requisite(s): RES 6512   or RES 6201  
  

  • RES6233 - Research Boot Camp

    Credits: 3
    This individualized coaching experience provides a strong foundation in essential research elements and competencies through structured practice and feedback. The course is designed specifically to strengthen construction of the problem statement, purpose, and literature review and to assist students in aligning the elements as a precursor to completion of the doctoral dissertation proposal and the final doctoral dissertation. Pre-requisite(s): RES 6013  
  

  • RES6241 - Scholarly Writing Support

    Credits: 1
    This individualized coaching experience provides a strong foundation in essential scholarly writing skills and competencies through structured practice and feedback. The course is designed specifically to address construction of academic papers at the doctoral level as the initial step toward completion of the doctoral dissertation. Pre-requisite(s): LEAD 6001  
  

  • RES6301 - Dissertation II

    Credits: 1
    Students will prepare, defend and deliver the final presentation of their dissertation. Final completion of their doctoral portfolio is also expected. Pre-requisite(s): Completion of RES 6201  and RES 6501 .
  

  • RES6302 - Defending the Dissertation

    Credits: 2
    Students prepare, defend, and deliver the final presentation of their dissertation. Final dissertation approval and final completion of their doctoral portfolio are also expected. Completion of RES6551 Pre-requisite(s): Completion of RES 6551  
  

  • RES6500 - Dissertation Workspace

    Credits: 0
    This is a workspace for Ed.D. candidates to work on dissertation chapters collaboratively with their dissertation chair and committee members.
  

  • RES6501 - Crafting a Dissertation

    Credits: 1
    This one-credit course is created as an online working space for a doctoral committee to interact with a doctoral candidate throughout the dissertation sequence. Students must earn at least 4 semester credits in this course; repeat the course as needed to complete the dissertation. Pre-requisite(s): Taken concurrently with RES 6201  ; taken at least four terms can be repeated as needed until dissertation is completed
  

  • RES6512 - Research Concept Paper

    Credits: 2
    Students develop the following components under supervision of the course faculty member: benchmark concept paper, doctoral pre-candidacy application, and doctoral pre-candidacy approval. Pre-requisite(s): RES 6023  , RES 6033 
  

  • RES6521 - Research Methodology

    Credits: 1
    This course is designed for students to complete Chapter 3 of the dissertation proposal. Final approval of Chapter 3 by the course faculty member and the dissertation chair is required for successful completion. Pre-requisite(s): RES 6512  
  

  • RES6531 - Literature Review

    Credits: 1
    This course is designed for students to complete Chapter 2 of the dissertation proposal. Final approval of Chapter 2  by the course faculty member and the dissertation chair is required for successful completion. Pre-requisite(s): RES 6521  
  

  • RES6541 - Finalizing the Dissertation Proposal

    Credits: 1
    This course is designed for students to complete the Dissertation Proposal. In addition to completing Chapters 1-3, this course is designed to support students in obtaining DRR and IRB approval. Final approval of the Dissertation Proposal by both the course faculty member and dissertation chair is required for successful completion.  Pre-requisite(s): RES 6531  
  

  • RES6551 - Analyzing the Dissertation Research

    Credits: 1
    This course is designed for students to complete Chapters 4 and 5 of the dissertation. Final approval of Chapters 4 and 5 by the course faculty member and the dissertation chair is required for successful completion.  Pre-requisite(s): RES 6541  

Science
  

  • SCI5073 - Science Instruction for Elementary Teachers

    Credits: 3
    This course provides a foundation for teaching science to diverse elementary students. Students examine current standards in science, as well as the process of aligning curriculum and lesson plans to standards. Students develop a repertoire of content-specific instructional methods for planning, delivering, assessing, and remediating diverse elementary students understanding of the fundamental concepts and mastery of essential process skills associated with science, engineering, and technology. This course provides an integrated scientific inquiry approach using critical-thinking skills, literacy, and technology to explore social, cultural, and ethical aspects of science, including an investigation of the foundational concepts in the physical, Earth and space, and life sciences.
  

  • SCI5083 - Science Instruction for Elementary Teacher Preparation

    Credits: 3
    This course provides a foundation for teaching science to diverse elementary students. Students examine current standards in science, as well as the process of aligning curriculum and lesson plans to standards. Students develop a repertoire of content-specific instructional methods for planning, delivering, assessing, and remediating diverse elementary students understanding of the fundamental concepts and mastery of essential process skills associated with science, engineering, and technology. This course provides an integrated scientific inquiry approach using critical-thinking skills, literacy, and technology to explore social, cultural, and ethical aspects of science, including an investigation of the foundational concepts in the physical, Earth and space, and life sciences. Students apply their knowledge and skills in 5-10 hours of embedded field experiences.
  

  • SCI5091 - Capstone Experience for STEM Leadership

    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 studies related to the STEM Leadership program.
  

  • SCI5203 - Foundations of Integrated Science Education

    Credits: 3
    This course provides a holistic overview of historical and current issues and trends impacting science education in today’s global society. Emphasis is placed on the examination of diverse viewpoints and approaches to integrated science education to examine research-based integrative models and strategies for the improvement of student learning. Participants will examine current STEM education initiatives related to policy, method, and engagement. Critical and creative thinking, problem solving, and writing skills are emphasized. While using an integrated approach, this course spotlights content-rich components dedicated to biology, chemistry, and physics.
  

  • SCI5213 - Engaging Diversity in the Science Classroom

    Credits: 3
    The course will examine didactic strategies of pedagogy, andragogy, multiple intelligence theory, social learning theory and exchange theory to foster the innovative engagement of diverse learners. Emphasis will be placed on strategies related to the differentiation of instruction.
  

  • SCI5223 - Modern Learning and Integrated Science Education

    Credits: 3
    This course will examine the integration of digital resources into the integrated science learning environment. Participates will explore digital resources and develop strategies for effectively integrating technology with didactic strategies to address the needs of diverse learners and enhance learning.
  

  • SCI5233 - Inventing and Reinventing Mathematics and Science Curriculum: Elementary, Secondary, & College Level

    Credits: 3
    This course examines best practice in developing curriculum to foster student learning in the field of mathematics and science. Emphasis is placed on curriculum theory, curriculum design, development of instructional manipulatives, and the implementation and evaluation of curriculum for didactic improvement.
  

  • SCI5243 - Creating an Environment for STEM Learning

    Credits: 3
    This course develops the skills necessary for educators to evaluate and improve the STEM learning environment by empowering students to explore, contribute, and collaborate in learning situations conducive to inquiry. In guiding and facilitating the selection, evaluation, and application of technology effectively through cooperative learning, a deeper understanding is established. By building authentic, real-world connections, as a framework is created which establishes relevant social and interpersonal skills.
  

  • SCI5253 - Building Scientific Understanding in Students

    Credits: 3
    Designed to develop the understanding and strategies necessary to promote student mastery of skills needed for successful, lifelong learning in STEM, this course guides the development of critical questions and essential concepts. By breaking down misconceptions, learning how to observe and analyze communication skills, and using assessment to inform instruction, understanding of the societal role of science fosters scientific literacy.
  

  • SCI5263 - Applied Science and Engineering Practices

    Credits: 3
    This course develops skills in observing, asking questions, collecting and analyzing data, and drawing and communicating reasonable conclusions as important skills for daily living. Used by a range of careers, the skills in identifying and solving problems contribute to understanding real issues. Project-based learning (PBL) establishes a genuine world context as it engages students in meaningful experiences. These require the ability to state a claim, cite appropriate evidence, and connect the evidence to the claim using reason as a form of scientific argumentation.
  

  • SCI5303 - Systems of Science

    Credits: 3
    From the smallest particles to constellations in the universe, systems exist. As a way to define order and organization, theories guide the identification of characteristics found in repeatable patterns which predict interactions between systems and their environment whether these are on earth or in space. This course utilizes a universal view of various systems as they relate to current problems. By examining models to diagnose potential issues, learners explore ways to solve problems while determining what and how various forces are influencing the system. While using an integrated approach, this course spotlights content-rich components dedicated to biology, chemistry, and physics.
  

  • SCI5313 - The Flow of Forces

    Credits: 3
    The everyday task of cooking brings chemistry into the practical. Through the use of measurement and the interaction of energy, sources of food are changed yielding predictable results. The ability to understand how energy and matter are related establishes a cause-and-effect relationship essential to understanding reactions and interactions. Using a model-based inquiry approach, learners investigate terms such as extraction, denaturation, and transference. While using an integrated approach, this course spotlights content-rich components dedicated to biology, chemistry, and physics.
  

  • SCI5323 - Practical Science

    Credits: 3
    The everyday task of cooking brings chemistry into the practical. Through the use of measurement and the interaction of energy, sources of food are changed yielding predictable results. The ability to understand how energy and matter are related establishes a cause-and-effect relationship essential to understanding reactions and interactions. Using a model-based inquiry approach, learners investigate terms such as extraction, denaturation, and transference. While using an integrated approach, this course spotlights content-rich components dedicated to biology, chemistry, and physics.
  

  • SCI5333 - Layers and Levels

    Credits: 3
    This course explores the formation of natural structures and how these form levels dependent upon the density and type of matter. In a similar fashion, manmade structures are dependent upon the relationship between the properties of materials and how those materials are expected to function. By processing information about structure and form, learners examine how the shape and substructure of objects and living things can create layers of complexity. While using an integrated approach, this course spotlights content-rich components dedicated to biology, chemistry, and physics.
  

  • SCI5343 - Weathering the Storm: Atmospheres and Environments

    Credits: 3
    Change is evident across time. What may appear stable at one level may not be static at a different layer. Using weather as the backdrop, this course explores static and dynamic equilibrium, considering how scale and proportion influence a resulting phenomenon such as a flash flood or mass migration. By understanding the influence of size on how or why something occurs, changes in the elements or components of a system can be adjusted to create different outcomes and possible solutions for sustainability. While using an integrated approach, this course spotlights content-rich components dedicated to biology, chemistry, and physics.
  

  • SCI6203 - Foundations of Integrated Science Education

    Credits: 3
    This course provides a holistic overview of historical and current issues and trends impacting science education in today’s global society. Emphasis is placed on the examination of diverse viewpoints and approaches to integrated science education to examine research-based integrative models and strategies for the improvement of student learning. Participants will examine current STEM education initiatives related to policy, method, and engagement. Critical and creative thinking, problem solving, and writing skills are emphasized. While using an integrated approach, this course spotlights content-rich components dedicated to biology, chemistry, and physics.
  

  • SCI6213 - Engaging Diversity in the Science Classroom

    Credits: 3
    The course will examine didactic strategies of pedagogy, andragogy, multiple intelligence theory, social learning theory and exchange theory to foster the innovative engagement of diverse learners. Emphasis will be placed on strategies related to the differentiation of instruction.
  

  • SCI6223 - Modern Learning and Integrated Science Education

    Credits: 3
    This course will examine the integration of digital resources into the integrated science learning environment. Participates will explore digital resources and develop strategies for effectively integrating technology with didactic strategies to address the needs of diverse learners and enhance learning.
  

  • SCI6233 - Inventing and Reinventing Mathematics & Science Curriculum: Elementary, Secondary, & College Level

    Credits: 3
    This course examines best practice in developing curriculum to foster student learning in the field of mathematics and science. Emphasis is placed on curriculum theory, curriculum design, development of instructional manipulatives, and the implementation and evaluation of curriculum for didactic improvement.
  

  • SCI6243 - Building Scientific Understanding in Students

    Credits: 3
    Building scientific understanding in students is essential to the STEM field. This course is designed to help students develop a deeper understanding of skills, including the role of critical questions and essential concepts.  Students break down common misconceptions in STEM as well as build on existing skills of observation, analysis of communication, assessments informing instruction, and understanding the role society plays in fostering scientific literacy and knowledge.
  

  • SCI6253 - Capstone in STEM Leadership

    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 doctoral focus of study STEM Leadership. 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 on study on the professional field. 

Seminar
  

  • SEM6601 - Doctoral Seminar I

    Credits: 1
    This first-year seminar addresses basic issues related to the research process, focusing on individual concerns regarding methodology and the alignment of research components. Students will specifically consider how to think about the research elements in relation to successfully completing their final original research project for Ed.S. or the dissertation for Ed.D. Pre-requisite(s): RES6013 - Research Methods 
  

  • SEM6611 - Doctoral Seminar II

    Credits: 1
    This second-year seminar for Ed.D. students supports the development of the literature review in relationship to data analysis, addressing both qualitative and quantitative approaches in direct correlation to selected methodology. Concept paper and a mock IRB experience are included. Pre-requisite(s): SEM6601 , RES6013 , RES6033 .
  

  • SEM6621 - Doctoral Seminar III

    Credits: 1
    Focused on the final stages of the dissertation process for Ed.D. students, this seminar provides guidance on how to present the findings of a research project to a dissertation committee and how to complete the steps required to publish and present the material in “conference” format/setting. Pre-requisite(s): SEM6611 .

Social Science
  

  • SOSC5103 - Issues in Sociology

    Credits: 3
    Utilizing theories, standards, and practices in the field, learners explore contemporary issues in sociology using an experiential approach guided by research. Through analysis and evaluation of behavior, social issues are investigated which shape understanding of personal, social, national and global relationships, processes, and interactions. Learners analyze the nature, dimensions, causes, and characteristics of selected social problems of major interest. Consideration is given to theories, research, and programs for prevention and treatment.
  

  • SOSC5113 - The Influence of Culture

    Credits: 3
    Culture is an aspect of human interaction. It is a collection of values, attitudes, behaviors, and social mores expressed by a collection of individuals within a society, organization, institution, or country. The underlying philosophy or principles held by a culture are examined in this course to understand how productivity and performance, personal and professional relationships are established and maintained. These include the influence of organization and power structures and control systems which incorporate procedures and process along with routines and individual stories. Emphasis is placed on diverse learners, collaboration with stakeholders, data analysis and interpretation and its influence on culture, the impact of instructional models, and the role of social-emotional learning.
  

  • SOSC5123 - Crossing the Lifespan of Human Development

    Credits: 3
    Utilizing theories and principles, critical issues related to human development across the lifespan are considered. These concerns are woven into physical and social, affective and cognitive domain changes influenced by family dynamics, education, relationships, and individual perspectives. This course addresses the impact of change across time and circumstances as a way to guide life choice responses.
  

  • SOSC5153 - Perception and Conceptualization

    Credits: 3
    Perception is the brain’s ability to gather sensory information within a given setting utilizing levels of awareness and as a result, act within selected constraints. This course brings perception into daily practice to enhance awareness of how sensory knowledge shapes focus, attention, motivation, and engagement through the conscious and unconscious act of creating a concept from experiential learning.
  

  • SOSC5163 - Theories, Constructs, and Sociology Research

    Credits: 3
    This course explores the nature of sociological theories and how these relate to real-world applications and explanations of social phenomena. Specifically, learners trace the historical development of major ideas in sociology and the work of important sociologists. Students gain an understanding of sociological research and basic quantitative and qualitative methods sociologists use to gather and analyze evidence and how to analyze and interpret data presented in graphic formats. Emphasis is placed on the emergence of sociology as a social science, ethical considerations in sociological research, the use of reference materials and electronic technologies, and the communication of sociological information in written form. 
  

  • SOSC5173 - Individuals, Social Groups, and Interactions

    Credits: 3
    This course addresses the development of personal identity and sense of self and the ways in which social groups and institutions impact individual and social needs and provide a context for social interactions. The effects of social, cultural, and economic factors on individual values, beliefs, and attitudes and group dynamics are explored. Topics include race, ethnic, and gender relations and the impact of stereotyping, ethnocentrism, acts of altruism, and discrimination on group interactions; formal organizations and factors influencing their evolution, and the characteristics of bureaucracies. Emphasis is placed on the basic social institutions of family, economics, religion, education, health and medicine, and politics.
  

  • SOSC5183 - Social Stratification, Deviance, and Social Order

    Credits: 3
    This course addresses the causes, functions, and effects of social stratification and inequality including social class, gender, race, ethnicity, and age. Students explore theoretical explanation of deviance, normality, and crime in diverse social and cultural contexts and the sources of conformity, social order, and social control from a global perspective in different types of societies. Current topics include male-female differences and gender issues; aging and the sociology of death and dying, and the types and functions of social mobility in contemporary world societies. 
  

  • SOSC5193 - Collective Behavior, Social Movements, and Societal Change

    Credits: 3
    The purpose of this course is to understand the theories, forms, development, and consequences of social and political collectiveness and movements on contemporary social life and how they are related to the changing nature of society. Topics include birth, death, migration, and other demographics; reasons for population growth and decline; the social and cultural effects of urbanization and industrialization; causes of conflict; the role of the mass media; modernization, and globalization and their impacts on diverse contemporary societies. Connections are made to social psychology and to other fields of study, such as economics, business, and government.

Special Education
  

  • SPED5011 - Students with Exceptional Needs

    Credits: 1
    This course will focus on methods and strategies to support learners with exceptional needs. Students will gain insight into resources and terminology to provide a supportive learning environment matched to the individual needs of the learner. The course will cover legal issues, ethics, guidance, and developmental stages relevant to classroom teachers working with a range of unique needs.
  

  • SPED5013 - Strategies for Teaching Diverse Learners

    Credits: 3
    Student diversity impacts learning, the environment, and classroom behavior. This course examines the legal definitions, characteristics, prevalence, and educational adaptations for each primary category of exceptionality. Emphasis is placed on the accommodation and selective modification of curricula, materials, and procedures to meet the needs of diverse learners.
  

  • SPED5023 - Assessment and Evaluation in Special Education

    Credits: 3
    Data-driven instructional decision-making is critical to improve student outcomes for diverse learners across the continuum of disability in special and general education settings. This course focuses on conducting and analyzing ongoing student assessment and utilization of current research and theory as the foundation for driving instructional decisions and professional practices.
  

  • SPED5033 - Law and Policy in Special Education

    Credits: 3
    Basic knowledge of statutory requirements, policy, and values are prerequisite to successful teaching in special education. This course focuses on federal legislation regarding identification, service provision, and current issues. Legal rights of students with exceptionalities and their parents, and the responsibilities of educators in addressing those rights are emphasized. Organizational policies and values associated with serving diverse learners also are emphasized.
  

  • SPED5043 - Building Collaborative Relationships

    Credits: 3
    Collaboration between or among instructional personnel, student’s home/family and the community is increasing in importance in meeting the diverse learning needs of students. This course addresses strategies and tools to build collaborative relationships between general and special education instructors, families, the community, advocacy, and other outside organizations to positively impact student outcomes.
  

  • SPED5053 - Developmental Characteristics of Exceptional Learners

    Credits: 3
    Students investigate developmental issues experienced by individuals across transitional stages throughout the life span. Characteristics of individuals demonstrating patterns of thought or behavior potentially contributing to the identification of learning disabilities are examined. Neurological impairments, which change the functionality of the brain, are surveyed for factors creating unique risks across cognitive and sensory, social and emotional, and behavioral areas and conditions which impact academic learning.
  

  • SPED5063 - Diagnostic Intervention

    Credits: 3
    This course examines formal and informal methods of diagnosing academic and socio-behavioral issues related to those potentially identified with special needs. Designed to model appropriate planning and program delivery, students explore methods and materials utilized in the diagnostic-prescriptive process to monitor progress, measure benchmarks and gather data for application, i.e. Individualized Education Plans. This includes evaluating procedures used in schools to determine eligibility for special education services guided by testing measures. Attention is given to selecting and adapting tests for a variety of disorders and aligning appropriate instructional methods to measure student success.
  

  • SPED5073 - Language: The Foundation for Reading

    Credits: 3
    Language forms the foundation for the acquisition of reading skills. In this course, atypical language development is contrasted with normal progression of linguistic skills to identify the type and cause of potential problems, addressing the difficulties associated with instruction and promoting practical methods for enhancing the required language skills needed for effective communication. Assessment, diagnostic, and development techniques for intervention and remediation are examined, including the exploration of augmentative language and the use of alternative and assistive technologies to support individuals with exceptional needs.
  

  • SPED5083 - Early Childhood Assessment and Intervention

    Credits: 3
    Focused on early childhood developmental issues, this course includes formal and informal approaches to assessing young children while diagnosing potential concerns which lead to informed instructional and intervention choices. Choices in curriculum are aligned to needs to enhance student achievement.
  

  • SPED5093 - Strategies for Leading and Teaching Diverse Learners

    Credits: 3
    Student diversity impacts learning, the environment, and classroom behavior for both teachers and leaders. This course examines the legal definitions, characteristics, prevalence, and educational adaptations for each primary category of exceptionality. Emphasis is placed on strategies to accommodate the needs of diverse learners through the selection or modification of curricula, materials, and procedures.
 

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