May 19, 2024  
ACE Catalog - Volume 36 
    
Catalog Navigation
  Catalog Home
  About ACE
  Academic Calendar
  Admissions
  Faculty
  Financial Information
  Policies
  Programs & Courses
  Regulatory Information
  Student Handbook
  Student Information
HELP
ACE Catalog - Volume 36 [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 4000 level courses are at the bachelor’s level, 5000 level courses are at the master’s level, and 6000 level courses are at the specialist and doctoral level.
 

Public Health Education; Health and Wellness Education
  

  • HLTH6473 - Finance and Fiscal Management in Public Health

    Credits: 3
    This course examines the role of finance and budgeting in public and private organizations and their impact on public health education programs.   Students will explore topics such as sources of revenue, fundraising, and fiscal allocation techniques.  The implications of public and private financial policies on public health education programs will be examined.
  

  • HLTH6483 - Principles of Public Health and Epidemiology

    Credits: 3
    This course will employ a research-intensive approach to exploring public health and epidemiology topics such as health disparities, disease outbreaks, social determinants of health, and community health program evaluation. Methods in public health surveillance, study design, data collection and interpretation will be emphasized.  Students will apply a data-driven approach to assess public health needs within local, state, national, and international communities.
  

  • HLTH6493 - Community Health Analysis

    Credits: 3
    This course examines community health assessment and planning using evidence-based analysis to inform strategy and decision making.  Local, state, and national policy as well as the impact of health organizations on community health will be explored. Students will learn how to identify health assets and needs in a community using a variety of community health models.

Research
  

  • LEAD5593 - Research for Institutions

    Credits: 3
    This course applies research design to establish an understanding of the structure and function of an Institutional Research (IR) office. With the focus of helping leadership, faculty, and students achieve the mission and vision of an institution, students investigate IR strategies including how to conduct a focus group, create surveys, and analyze data gathered from measuring instruments. By establishing principles of IR grounded in research, the tasks of IR are defined.
  

  • RES4353 - Evidence-based Health Education and Literacy

    Credits: 3
    This course familiarizes students with research procedures for the design and evaluation of research and interpretation of statistical analysis in the health field. Students will critically evaluate the validity of health research and work on evidence-based health projects. Students learn how to assess, plan for, and infer health education needs based on research
  

  • RES5003 - Business Research Methods

    Credits: 3
    This research methods course takes an action research approach, providing a systematic framework for business professionals to apply data-based decision making for the improvement of their organization. The course differentiates quantitative, qualitative, and mixed methods action research with a focus on application of results in the workplace.
  

  • RES5153 - Research Methods

    Credits: 3
    This course enables students to become informed consumers of research and to develop skills to prepare them to carry out action research in their professional organizations. An emphasis is placed on providing students with knowledge they can apply in determining whether particular research findings are relevant to their leadership and instructional practices and to distinguish between trustworthy and non-trustworthy research. The course places action research within the context of various types of research and examines research in terms of basic concepts and various purposes, methods, data, and paradigms. Emphasis is placed on how research can become a vital and relevant tool for professional practice.
  

  • RES5163 - Research Methods for Educational Leaders (TX)

    Credits: 3
    This course enables students to become informed consumers of educational research and to develop skills that prepare them to carry out action research in their schools and classrooms. An emphasis is placed on providing students with knowledge that they can apply in determining whether particular research findings are relevant to their leadership and instructional practices and to distinguish between trustworthy and non-trustworthy research. Throughout the course, students identify the elements that scientifically-based research and action research share. Emphasis is placed on how research can become a vital and relevant tool for teachers and school leaders.
  

  • RES5173 - Research Methods for Educational Leaders

    Credits: 3
    This course enables students to become informed consumers of educational research and to develop skills that prepare them to carry out action research in their schools and classrooms. An emphasis is placed on providing students with knowledge that they can apply in determining whether particular research findings are relevant to their leadership and instructional practices and to distinguish between trustworthy and non-trustworthy research. Throughout the course, students identify the elements that scientifically-based research and action research share. Emphasis is placed on how research can become a vital and relevant tool for teachers and school leaders.
  

  • RES5303 - Research Methods and Applied Statistics

    Credits: 3
    This course will address how to collect, analyze and utilize data for decision-making purposes. Learners will explore a range of research approaches, including formative and summative research, to examine how to determine the best-fit for their program needs. Students will be expected to demonstrate a working knowledge of research methods and analyze service statistics to make informed choices regarding quality improvement for health related programs.
  

  • RES5313 - Research Methods for Early Childhood Education

    Credits: 3
    This methods course takes an action research approach, providing a systematic framework for early childhood professionals to apply data-based decision making for the improvement of their practice. The course differentiates quantitative, qualitative, and mixed methods action research with a focus on application of results in the workplace. Emphasis is placed on development of a literature review featuring evidence-based strategies as a part of a research proposal.
  

  • RES6003 - Applied Statistics

    Credits: 3
    Students will examine basic principles in applied statistics. Topics include data types, organizing data, graphing techniques, probability concepts, measures of central tendency, measures of dispersion, normal and skewed distributions, and understanding the area that covers normal distributions. Understanding, applying, and interpreting the principles to simple hypothesis testing methods through a seven-step process is also covered. The course is designed to provide an introduction to statistical applications that can be applied in real-world settings along with providing an excellent foundation for entering into the more advanced statistical applications and analyses using SPSS.  Pre-requisite(s): RES6013     
  

  • 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
    This course provides learners with the foundation and practical application of research methods and designs. Emphasis will be placed on evaluating research literature and aligning the components of qualitative and quantitative methods and designs. Students will explore theoretical frameworks for research studies and dissertations. Ethical practices in research will also be explored.
  

  • 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 the nature of the quantitative methodology. The different types of quantitative designs and statistical techniques for collecting and analyzing quantitative data are discussed. 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, and threats to validity, limitations, and delimitations in quantitative design studies supported with the practical application assignments.   Pre-requisite(s): RES6013  and RES6003   
  

  • RES6033 - Qualitative Research Designs

    Credits: 3
    This course provides students with an overview of the qualitative methodology. Topics include the nature of qualitative research, designs, procedures, instrumentation, data collection techniques,  trustworthiness, ethics, and analysis in qualitative studies. The course is supported by assignments with practical application in mind. Pre-requisite(s): RES6013 , RES6003 , and RES6023   
  

  • 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. 
  

  • 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 needs of doctoral candidates attempting to complete one of these dissertation milestones: Chapter 2, Chapter 3, Chapter 1 and an IRB-approved dissertation proposal, or Chapters 4 and 5 and a draft dissertation. This course is taken simultaneously with a regular dissertation chapter course.  Pre-requisite(s): RES6512   
  

  • 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 in a research concept paper 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 a research paper proposal on a scholarly topic at the doctoral level as the initial step toward completion of the doctoral dissertation. Pre-requisite(s): LEAD 6001  
  

  • 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.  Pre-requisite(s): Completion of RES6561   
  

  • RES6403 - Action Research for Leaders

    Credits: 3
    This course enables students to perform active research applying data collection and data analysis techniques for evidence-based decision making. Students explore how action research can become a vital tool to improve organizational operations and activities.
  

  • 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 RES6201   ; 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): RES6023  and RES6033  
  

  • 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): RES6531  
  

  • 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):  RES6512  
  

  • 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): RES6521   
  

  • RES6551 - Analyzing the Dissertation Research

    Credits: 1
    This course is designed for candidates to complete Chapter 4 of the doctoral dissertation in which they conduct the IRB-approved research study and collect and analyze the data. Final acceptance of Chapter 4 by the course teacher of record (TOR) and the Dissertation Committee is required for successful completion.  Pre-requisite(s): RES6541 
  

  • RES6561 - Interpreting the Dissertation Research

    Credits: 1
    This course is designed for candidates to complete Chapter 5 of the doctoral dissertation in which they interpret the data findings from their research study and draw conclusions based on the results. Candidates also submit a full draft of the dissertation. Final acceptance of Chapter 5 and the draft dissertation by the course teacher of record (TOR) and the Dissertation Committee is required for successful completion. Pre-requisite(s): RES6551  

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 Education

    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 studies related to the STEM Education 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
  

  • 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
  

  • SOCI5003 - Social Entrepreneurship and Building Businesses for Good

    Credits: 3
    This course focuses on the concept of entrepreneurship, from starting, maintaining, or running a business focusing on social impact. The key skills require strategic thinking, innovation, and leadership. This course emphasizes how to lead social innovation within organizations. Students identify theories on social change and build a framework on how to manage effective social movements within organizations, such as building and maintaining businesses as a force for good. Benefit Corporations are a major emphasis in the course, as students examine the major tenants of certifying as a B-Corporation.
  

  • SOCI5013 - Social Impact on People and Community

    Credits: 3
    This course focuses on the tenants of employees, community, suppliers, and customers within Benefit Corporations. Fair, equitable, and good treatment of people are important parts of developing and sustaining community partnerships. Students connect the concepts of social impact to the code of ethics, transparency, accountability, and leadership. Some topics include building partnerships, vendor selection to include sourcing and supplier evaluation process, enhancing organizational policies, and creating value for a variety of stakeholders.
  

  • SOCI5023 - Social Impact on the Environment and Sustainability

    Credits: 3
    The tenant of environment and governance are other areas of focus for qualifying as a Benefit Corporation covered in this course. This course also emphasizes the importance of sustainability practices within organizations. Students connect the concepts of sustainability to the business strategy, regulations, and leadership. Some topics include environmental sustainability, financial sustainability, green purchasing, energy efficiency, and how to create opportunities for a business.
  

  • SOSC4003 - Global Skills and Cultural Awareness

    Credits: 3
    This course is designed to help students learn to communicate effectively across borders, navigate cultural differences, and hone skills that will help them succeed on a global level. They will learn what it means to be culturally competent and culturally responsible. Hallmarks of cross-cultural communication are considered. Additionally, ways to harness the power of a diverse workforce along with suggestions on how to develop a global mindset are presented. Ethnocentrism and the challenges associated with it are examined. Students will leave the course with a better understanding of where they fit in the world on a global scale and practical steps they can take to improve their chances for success in the global economy.
  

  • 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
  

  • EC6043 - 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 curricula are aligned to needs to enhance student achievement.
  

  • RES5333 - Research and Applied Behavioral Analysis in the Special Education Classroom

    Credits: 3
    In this course students will learn about the science and research methods of Applied Behavior Analysis (ABA) and how applying principles of behavior analysis can affect student behaviors. Students will be introduced to the history of ABA as well as the various strategies that fall under ABA. While ABA is a part of the Functional Behavior Assessment (FBA) used in many schools today, there are other applications that are relevant to teachers, such as how to use ABA as a way to maintain skills that have been learned, how to use principles of ABA to observe student behaviors, how to determine which behavior to focus on, how to generalize behaviors to settings outside the classroom, and how to use ABA strategies as a teaching tool for both students with exceptionalities and their typically developing peers. Students will apply action research methods to support the utilization of ABA in the classroom.
  

  • 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.
  

  • SPED5091 - Capstone Experience in Special Education

    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 Master of Education in Special Education.
  

  • SPED5103 - Ethical Practices and Standards in Special Education

    Credits: 3
    In this course students will be presented with an overview of current special education professional standards and guidelines. They will also learn the 12 Special Education Professional Ethical Principles outlined by the Council for
    Exceptional Children (CEC). Students will discuss challenging ethical dilemmas in which they will have to practice professional ethics and sharpen
    their skills as advocates for students with disabilities and their families.
  

  • SPED6003 - Strategies and Methods for Reading Intervention

    Credits: 3
    This course examines pedagogical principles of reading intervention through synthesis and application of current research findings. Learners will investigate diagnosis of reading disabilities, reading assessment strategies, and intervention principles. Struggling readers benefit most from intensive interventions that connect theory, research, and classroom practice. Students in this course will gain experiences utilizing a data-based decision-making process and evidence-based instructional models to individualize and adapt reading instruction and provide targeted support for diverse learners.
  

  • SPED6013 - Assistive Technology for Exceptional Learners

    Credits: 3
    This course highlights how technology and classroom design can be used to differentiate instruction. Assistive technology that can assist various learners, including students with disabilities, will be examined. Learners will investigate Universal Design for Learning (UDL) foundations and principles. The unique nature of each learner will be discussed, along with the way accommodations create learning experiences that maximize each student’s ability to learn and progress. Students will analyze how assistive technologies can increase educational access and improve achievement for all individuals. Students will explore types of assistive technologies and resources, including but not limited to augmentative communication systems, mobility systems, and systems of information presentation and physical spatial design.
  

  • SPED6023 - Differentiated Instruction for Exceptional Learners

    Credits: 3
    In this course, students investigate differentiated instruction integration strategies grounded in research and theory. Students will gain an in-depth understanding of the reasons and assumptions underlying differentiation and methods to identify key indicators in a learning environment. Procedures for analyzing and applying differentiated instruction to improve learning outcomes for exceptional learners will be examined. Students will advance their knowledge, skills, and practice for effectively implementing differentiated instruction across diverse settings. Emphasis will be placed on response to intervention, formative assessment, and the development of strategies and interventions that target exceptional learners.
  

  • SPED6033 - Trends and Issues in Special Education

    Credits: 3

    In this course, trends in policy, law, and recent legal findings that have implications on Free and Appropriate Education, Least Restrictive Environment, and procedural safeguards are examined. The legal and civil rights of students receiving special education services are discussed in the context of the Office of Special Education Programs of the U.S. Department of Education, as well as in the context of each state’s monitored progress on Part B and Part C indicators of Individuals with Disabilities Education Act (IDEA). Monitoring of special education services compliance will be discussed and current practices in state districts will be examined.

     

  

  • SPED6043 - Assessment and Evaluation for Exceptional Learners

    Credits: 3
    This course covers methods and materials used in assessing and evaluating students eligible for special education services. Students will examine the principals needed to understand standardized assessment and the rationale for using curriculum-based measurement (CBM) within the broad context of special education programming. Students will analyze the development and utilization of specific assessments for instructional and placement decisions. Students will evaluate components critical to writing and maintaining IEPs, individual goals and the use of accommodations and modifications. Finally, students will explore the need for and the use of transition goals in planning instruction, related services, community experiences, and the acquisition of daily living skills as well as how to conduct a functional vocational evaluation.
  

  • SPED6053 - Capstone in Special Education

    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 Special 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 on study on the professional field.

Statistics
  

  • STAT5003 - Business Statistics

    Credits: 3
    Leaders rely on data to make decisions; thus, understanding business analytics is critical. In this course, students apply business decision-making techniques. Decision-making is focused on areas such as; descriptive statistics, probability, distributions, sampling inference, regression and correlation, multivariate analysis, times series and index numbers. This course will emphasize on the derivation of these numbers using computer-based tools, the concentration is on interpretation and use of the results to determine integration in the business environment.

Teaching/Learning Core
  

  • LEAD6283 - Instructional Leadership

    Credits: 3
    This course focuses on the improvement of curriculum, instruction, and student achievement throughout diverse school and organizational settings. To make these improvements, leaders must first develop the skill set and knowledge base necessary to build leadership capacity among staff members. Instructional leaders can then collaboratively set learner-centered goals to promote higher levels of student progress, achievement, and post-secondary and college and career readiness.
  

  • LEAD6293 - Designing and Leading Professional Learning

    Credits: 3
    This course promotes the concept of leaders serving as role models of professional development for their staffs to achieve higher levels of performance within the organization. To do so, leaders must utilize effective strategies, programs, and services based on data-driven decisions and the needs of stakeholders in the organizational community. Emphasis is placed on the impact of relevant, high-quality, job-embedded, differentiated, technology-integrated professional learning opportunities aligned to organizational goals. The course also prepares leaders to serve as advocates for sufficient preparation, time, and support for colleagues to work collaboratively in job-embedded professional learning.
  

  • LEAD6303 - Achievement and Accountability

    Credits: 3
    This course emphasizes the importance of understanding state, federal, and other accountability standards in relation to the needs of learners within schools, school districts, and organizational communities. The focus of the course remains on identifying learners’ academic strengths and areas in need of improvement to eliminate achievement gaps, improve achievement levels, ensure progress, increase graduation rates, and promote post-secondary and college/career readiness.
  

  • LEAD6403 - Capstone in Instructional 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 in instructional 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 of study on the professional field. 

Telehealth
  

  • THLT5003 - Trends in Telehealth Delivery

    Credits: 3
    This course is designed to provide students with a broad exposure to telehealth and telehealth trends. An exploration of telehealth platforms used in day to day operations across healthcare settings will be examined. Policy, reimbursement, quality, and efficacy of telehealth in the healthcare delivery system will be emphasized.
  

  • THLT5013 - Telehealth Leadership and Management

    Credits: 3
    Multidisciplinary leadership theories and models will provide a framework for the exploration of effective leadership in the selection, integration, and delivery of telehealth services. Data informed analysis and decision making will be emphasized. Leading change, collaboration with stakeholders and diverse communities, and the evaluation of quality within the context of telehealth will be examined.
  

  • THLT5023 - Legal and Ethical Issues in Telehealth

    Credits: 3
    This course focuses on legal and ethical implications for leaders in telehealth. Students will gain competencies in legal, regulatory, and risk management concepts as they relate to the implementation of telehealth programs. Emphasis is placed on the integration of telehealth services in healthcare delivery.
 

Page: 1 | 2 | 3 | 4 | 5 | 6