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Athletic Training |
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ATH 5402 - Athletic Training Seminar I
3 Hour(s)
This course will provide an overview of basic athletic training theory and techniques as well as basic skills and knowledge used in the athletic training profession. The student will gain an understanding of common injuries associated with physical activity. It will include discussions regarding the role of preventative techniques, emergency management plan, injury management and treatment methods, components of a pre-participation exam, wound management techniques, blood borne pathogen precautions, legal matters and risk management. Competencies for injury prevention will be taught including developing an emergency plan, vision screenings, wound management, advanced taping techniques, wrapping techniques, and taking vital signs. Overall, this course will introduce the student to the sports medicine team, their roles and responsibilities, and how they themselves are a contributing member of the sports medicine team.
FA
Prerequisite(s): Good standing in the athletic training program.
3 Hour(s) |
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ATH 5402L - Athletic Training Seminar I Lab
0 Hour(s)
Laboratory component.
0 Hour(s) |
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ATH 5450 - Assessment and Evaluation I
2 Hour(s)
This course will provide students with the knowledge and skills for clinical and on-the-field musculoskeletal assessment and evaluation for physically active people. General topics for the course will include patient care, interviewing and history taking, determining subjective and objective findings, and applying assessment and evaluation skills based on the patient presentation. Patient care topics will also include emergency management of injuries/illnesses, referral and return to participation measures for the physically active.
FA
Prerequisite(s): Good standing in the athletic training program.
2 Hour(s) |
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ATH 5450L - Assessment and Evaluation I Lab
0 Hour(s)
Laboratory component.
0 Hour(s) |
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ATH 5455 - Assessment and Evaluation II
4 Hour(s)
This course will provide students with the knowledge and skills for clinical and on-the-field musculoskeletal assessment and evaluation for physically active people. General topics for the course will include patient care, interviewing and history taking, determining subjective and objective findings, and applying assessment and evaluation skills based on the patient presentation. Patient care topics will also include emergency management of injuries/illnesses, referral and return to participation measures for the physically active.
SP
Prerequisite(s): Good standing in the athletic training program.
4 Hour(s) |
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ATH 5455L - Assessment and Evaluation II Lab
0 Hour(s)
Laboratory component.
0 Hour(s) |
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ATH 5460 - Athletic Training Practicum I
1 Hour(s)
This practicum course is a primary venue for the synthesis and integration of knowledge, skills, and clinical decision-making used in actual client/patient care. Students will gain experience working with patients in clinical settings. Students are not compensated through the University work/study program.
FA
Prerequisite(s): Good standing in the athletic training program.
1 Hour(s) |
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ATH 5461 - Athletic Training Practicum II
2 Hour(s)
This practicum course is a primary venue for the synthesis and integration of knowledge, skills, and clinical decision-making used in actual client/patient care. Students will gain experience working with patients in clinical settings. Students are not compensated through the University work/study program.
SP
Prerequisite(s): Good standing in the athletic training program.
2 Hour(s) |
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ATH 6504 - General Medicine and Pharmacology for Athletic Training
3 Hour(s)
Through a systems-based approach, this course will provide students with the knowledge and skills for assessment and evaluation of general medical conditions, systemic illnesses, and psychosocial disorders. Patient evaluation topics will include: clinical interviewing skills, delineating subjective and objective findings, and patient assessment using clinical reasoning and evidence-based scientific methods. Pharmacology topics will include: medication classifications, pharmacokinetics and pharmacodynamics, and drug metabolism of medications and performance enhancing drugs used by the physically active.
SU
Prerequisite(s): Good standing in the athletic training program.
3 Hour(s) |
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ATH 6504L - General Medicine and Pharmacology for Athletic Training Lab
0 Hour(s)
Laboratory component.
0 Hour(s) |
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ATH 6509 - Athletic Training Clinical Diagnostics
2 Hour(s)
This course will provide students with the knowledge to select and perform appropriate diagnostic testing for patients encountered in athletic training clinical practice. Diagnostic modalities to be covered include: basic laboratories, urinalysis, electrocardiogram, and imaging studies. Within their scope of practice, students will learn to interpret radiological or laboratory testing and to articulate the significance of abnormal results. At the completion of the course, students will also emerge with an understanding of indications for referral and treatment planning based on diagnostic test results.
FA
Prerequisite(s): Good standing in the athletic training program.
2 Hour(s) |
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ATH 6510 - Nutrition and Sport Performance
2 Hour(s)
The goal of this course is to develop an understanding of the interaction of good nutrition and science habits for optimal functioning of the human body. Focus will be on the nutritional strategies to maximize energy and recovery.
FA
Prerequisite(s): Good standing in the athletic training program.
2 Hour(s) |
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ATH 6551 - Applied Interventions for Musculoskeletal Injuries
2 Hour(s)
The course will explore specific and advanced techniques for the rehabilitation and reconditioning of physically active populations with musculoskeletal injuries or disorders. Rehabilitation principles and programs are explored in the context of normal and impaired tissue healing, functional demands of the patient and contributing factors of musculoskeletal injuries or disorders. Progressions for range of motion, neuromuscular control, proprioception, strength, speed, power, coordination and agility, and cardiorespiratory endurance will be explored to facilitate patient return to function.
SU
Prerequisite(s): Good standing in the athletic training program.
2 Hour(s) |
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ATH 6551L - Applied Interventions for Musculoskeletal Injuries Lab
0 Hour(s)
Laboratory component.
0 Hour(s) |
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ATH 6560 - Athletic Training Practicum III
2 Hour(s)
This practicum course is a primary venue for the synthesis and integration of knowledge, skills, and clinical decision-making used in actual client/patient care. Students will gain experience working with patients in varied clinical settings with varying patient populations. Students are not compensated through the University work/study program.
SU
Prerequisite(s): Good standing in the athletic training program.
2 Hour(s) |
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ATH 6602 - Orthopedic Casting, Bracing and Device Fitting
3 Hour(s)
Students will be introduced to common casting and splinting techniques as well as specialty bracing for musculoskeletal disorders. Fabrication, design principles, patient fitting and application of appliances is covered. Contraindications and complications to casting and bracing is considered.
FA
Prerequisite(s): Good standing in the athletic training program.
3 Hour(s) |
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ATH 6602L - Orthopedic Casting, Bracing and Device Fitting Lab
0 Hour(s)
Laboratory component.
0 Hour(s) |
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ATH 6620 - Administration and Professional Issues
3 Hour(s)
This course covers topics associated with the administration and management of an athletic training facility and staff. These topics will be covered through lecture, class discussion, group work, and assignments. Some of the topics that will be covered include: management theories and styles, human resources, finances, facility design, information management, insurance, legal aspects/risk management, ethics, preparticipation physicals, developing a referral system, drug testing programs, and organizational bodies that provide governess/guidance to the field of athletic training/health care.
FA
Prerequisite(s): Good standing in the athletic training program.
3 Hour(s) |
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ATH 6660 - Athletic Training Practicum IV
4 Hour(s)
This practicum course is a primary venue for the synthesis and integration of knowledge, skills, and clinical decision-making used in actual client/patient care. Students will gain experience working with patients in varied clinical settings with varying patient populations. Students are not compensated through the University work/study program.
FA
Prerequisite(s): Good standing in the athletic training program.
4 Hour(s) |
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ATH 6670 - Capstone Internship Experience
12 Hour(s)
Students will gain experience in the field of athletic training and perform competencies and display knowledge expected of the entry-level certified athletic trainer outlined by the National Athletic Trainers’ Association. This internship experience is directly supervised by a certified athletic trainer or health care provider. Students will present a case study modeled after the Journal of Athletic Training’s format for a case study and present to faculty and students.
SP
Prerequisite(s): Good standing in the athletic training program.
12 Hour(s) |
Business |
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BUS 580 - Information Tech Management
3 Hour(s)
This course studies management of information technology and its transitions in a technology based world. The foundational message of the course is that the primary focus of the IT manager must be the business goals of the organization and the application of current and future technology towards a competitive advantage for the organization. Operational, tactical and strategic directions are discussed with the understanding that these are changing and will continue to change with the application of technology both within the organization, within their industry, and with respect to supply chain management. The positioning of the head of information technology within the organization is researched and discussed. Proven leadership goals and strategies within information technology departments are reviewed and discussed with the focus of reviewing how technology is changing the methods and focus of IT management.
2nd half semester SU
3 Hour(s) |
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BUS 600 - Managerial Economics
3 Hour(s)
This course provides the theory and tools necessary for the analysis and solution of problems that have significant economic consequences for the business firm. Economic theory is applied in a way that would enable the decision-maker to understand the effect of the economic environment on resource allocation within the organization. This is an applied, problem solving course.
1st half semester FA
3 Hour(s) |
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BUS 605 - Marketing Management
3 Hour(s)
This course provides students with the opportunity to learn about marketing and management concepts. Marketing is a ubiquitous part of our lives and its influence on our lives is increasing. Marketing techniques have been used in the profit sector for decades. Not-for-profit organizations have adopted marketing techniques out of necessity in the last two decades. At the end of the course students will be able to: Identify basic marketing concepts, terminology and practices, approach marketing from a system’s point of view, and analyze marketing problems using the case analysis method, and present findings and recommendations in oral and written forms.
1st half semester SP
3 Hour(s) |
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BUS 610 - Quantitative Decision Making
3 Hour(s)
This course develops knowledge and abilities useful for making effective business decisions. It presents tools and procedures that can be used to effectively analyze, interpret and communicate information. The course encourages students to think analytically and to reason logically using available information and appropriate technology in order to solve problems and make decisions. Course topics include decision making under uncertainty, time series forecasting, linear programming and the transportation method.
2nd half semester FA
3 Hour(s) |
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BUS 615 - Current Topics in Business Law
3 Hour(s)
This course expands on foundational concepts and legal principles that are applicable to the American legal system, its development, and inherent ethical considerations. Course topics include the basis and structure of business contracts; the creation and characteristics of agencies, partnerships, limited liability companies, and corporations; and the rights and liabilities of agents, partners, directors, and shareholders; personal property, sales and the UCC, international transactions, product liability, secured transactions, insurance, negotiable instruments, banking, and bankruptcy.
1st half semester SU
3 Hour(s) |
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BUS 620 - Advanced Managerial Accounting
3 Hour(s)
This course integrates fundamental managerial accounting topics with strategic analysis to demonstrate how accounting information is used to make business decisions, design control systems, and evaluate the impact on various stakeholder groups. This class addresses issues of measurement and causality. Accounting is a measurement process and, for measures to be meaningful, it is necessary to know what to measure, how to measure, and what the consequences of the measure will be. During the class, there is a balance between accounting computations and use of the resulting information to make decisions. The course explores how different accounting systems affect how decisions are made within an organization. The focus is on information used for internal decision making purposes. The course is designed for the MBA who will be using, rather than producing, financial information.
1st half semester FA
3 Hour(s) |
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BUS 625 - Leading and Managing in a Changing Environment
3 Hour(s)
This course examines multiple theories, approaches, and research-based understandings of the theoretical constructs of leadership and management. Emphasis is placed on the evolution of leadership and management theories. Enduring elements, ongoing issues, emerging trends, and contemporary research are examined.
2nd half semester SP
3 Hour(s) |
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BUS 630 - Business and Ethical Decision Making
3 Hour(s)
This course examines the nature and scope of business and organizational integrity. It emphasizes the perceived conflict between the traditional corporate objective of profit maximization and the overall desire for increased social welfare. This course encourages comparative analysis of business ethics within the moral standard of the world community. It addresses how to embed ethics into the everyday business decision-making and practice of organizations.
3 Hour(s) |
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BUS 635 - Operations and Supply Chain Management
3 Hour(s)
This course integrates the principles, theories and techniques learned from prior operations management courses and provides a broad perspective for efficiently and effectively managing operations. Whether an organization delivers a service or manufactured product, operations management plays a key role in achieving its strategic objectives. This course is designed both to reinforce the tools and techniques required to manage operations and to demonstrate the coordination required between operations and other functional areas. The importance of process choice as it relates to competitive priorities and the concept of manufacturing strategy are discussed in detail. Class discussions, exercises, case analyses and a simulation game provide the vehicles for developing decision making, communication, interpersonal and leadership skills that are essential for managers in operations and supply chain management.
1st half semester SP
Prerequisite(s): BUS 610
3 Hour(s) |
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BUS 640 - Advanced Financial Decision Making
3 Hour(s)
This course provides an exploration of advanced financial management topics applied in a case-based format. The course extensively uses teams and Excel modeling as students study, analyze and recommend decisions in areas related to capital budgeting, financing, cost of capital, working capital management, mergers, dividend policy and other current topics.
2nd half semester FA
Prerequisite(s): BUS 620
3 Hour(s) |
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BUS 642 - International Business
3 Hour(s)
This course exposes students to ideas that impact business in the global marketplace. These ideas will be analyzed through case studies, class discussion, and a country analysis. The course will draw as much as possible from current global events.
1st half semester SU
3 Hour(s) |
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BUS 670 - Fundamentals of Business Analytics
3 Hour(s)
In this course, learners are introduced to the practice of business analytics and technologies that support it. The phases of the analytics process are presented and learners develop proficiency using various techniques and tools as they conduct exploratory analyses and report on results as they experience the business analytics process first-hand.
FA first-half
Prerequisite(s): BUS 610
3 Hour(s) |
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BUS 672 - Predictive Analytics and Modeling
3 Hour(s)
The ability to make predictions using statistical methods and data analytics is the focus of this course. Learners will explore procedures for predicting values and outcomes, and the time to an event. In addition, forecasting, text analytics, and predictive data mining will be introduced. The course provides an opportunity for learners to become proficient in the use of software tools to perform predictive analytic processes.
FA second-half
Prerequisite(s): BUS 670
3 Hour(s) |
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BUS 674 - Data Analytics in Practice
3 Hour(s)
In this course, students will integrate learning from prior analytics courses by generating business intelligence. Business intelligence will be explored as a broad category of procedures, applications and technologies for gathering, storing, analyzing, sharing and providing access to data to help leaders make strategic business decisions. Emphasis will be given to applications in business, e.g., analyzing campaign returns, promotional yields, or tracking social media marketing; in sales, where business intelligence helps performing for sales analysis; and in application domains such as Customer Relationship Management (CRM) and e-commerce. Ethical, legal, and behavioral issues of Business Intelligence will be studied.
SP second-half
Prerequisite(s): BUS 672
3 Hour(s) |
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BUS 691 - Special Topics
3 Hour(s)
A study of selected processes, developments, problems or issues in business administration or economics that are not covered in other courses. Changing topics may be drawn from any area of business administration. Courses may be repeated for credit with changed topics. This course is not a regular part of the program and will be offered as appropriate.
3 Hour(s) |
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BUS 692 - MBA Capstone I: Methods Seminar
3 Hour(s)
MBA students are required to engage in a culminating capstone experience. The capstone is organized as two, 3-credit courses offered as BUS 691 MBA Capstone I and BUS692 MBA Capstone II. The capstone courses use business case framework and require students to identify a business issue or opportunity; research possible solutions; evaluate, justify and recommend a course of action to resolve the issue or yield benefit. BUS 691 is focused on applied business research, case methods, techniques, tools, strategy integration, as well as business and academic writing.
FA/SP first-half
Prerequisite(s): Completion of 24 MBA credits.
3 Hour(s) |
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BUS 693 - MBA Capstone II: Project
3 Hour(s)
The second course in the MBA capstone experience, BUS 692 , requires students to develop a fully executable business case. The objective is to incorporate concepts learned throughout the MBA program to address a strategic challenge or opportunity facing an organization. Students are required to prepare a final written business project report or business case. A formal professional presentation is also required.
FA/SP second-half
Prerequisite(s): Completion of at least 24 MBA credits.
3 Hour(s) |
Education |
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EDU 502 - Critically Conscious Education
3 Hour(s)
This course is designed to develop cultural awareness at the individual and systemic levels and to promote equity, anti-racist behaviors, and social justice in educational practices. Intercultural and multicultural education describe education policies and practices that recognize, accept, and affirm human differences and similarities related to gender, race, religion, linguistic diversity, disability, class and sexuality. To aid in this process, students will work to understand and question how differences and norms are conceptualized.
FA
3 Hour(s) |
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EDU 503 - Constructivist Education
3 Hour(s)
This course examines how children, early adolescents, and adolescents develop and learn, with particular emphasis upon the classroom. Students will engage in the study of principles and theories of cognitive, social, emotional, moral and physical development, complex cognitive processes, memory, constructivism, motivation, and the creation of a positive learning environment. This course will provide an overview of the principles of assessment.
FA
3 Hour(s) |
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EDU 506 - Literacy in the Disciplines
3 Hour(s)
This course examines literacy acquisition for grades K-3 and discipline specific domains for learners in grades 4-12. The development and acquisition of literacy will be explored including the role of oral language, phonemic awareness, phonics, fluency, vocabulary, and comprehension. The role of literacy (reading, writing, speaking, and listening) across the curriculum will be analyzed and general and discipline specific instructional strategies for learners in grades 4-12 will be covered. Lastly, we will explore and read contemporary, young adult literature. The role of discussion for supporting high-level comprehension of text will be examined.
Prerequisite(s): EDU 502 , EDU 503 , EDU 561
3 Hour(s) |
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EDU 523 - Literacy Methods I: Early Childhood-Middle Childhood
3 Hour(s)
This course will investigate the theories, research and practices involved in literacy instruction. We will do an in-depth study of the core elements that constitute a balanced literacy program. Students will learn how to integrate the core elements while developing and analyzing their own ideas about what constitutes best practice in literacy instruction. An important goal for this course is for students to understand diversity and how to effectively meet the needs of all learners. The end goal of this course is for students to be confidently prepared to design a literacy block and implement a literacy curriculum that engages and meets the needs of diverse learners.
SP
Prerequisite(s): EDU 502 .
3 Hour(s) |
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EDU 524 - Literacy II: Middle Childhood-Early Childhood
3 Hour(s)
This course is designed to extend the students’ knowledge about the development of balanced literacy in elementary and middle school children in accordance with the best practices in literacy instruction and the Common Core State Standards. The focus will be on Instructional methods and content for teaching reading and writing to fourth through eighth graders.
SU
Prerequisite(s): EDU 523
3 Hour(s) |
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EDU 525 - Science and Social Studies Methods in the Elementary/Middle School Classroom
3 Hour(s)
EDU 525 is designed for Elementary Education teacher candidates to develop competencies in science and social studies methods through an integrated approach. Science topics, including environmental education and social studies themes will be explored with a focus on state and national standards. Woven into coursework will be considerations for the needs of both elementary school students and early adolescents. This course is part of the Methods 2 block and taken concurrently with EDU 524 and EDU 572 .
SU
Prerequisite(s): EDU 526
3 Hour(s) |
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EDU 526 - Mathematics in the Elementary/Middle School Classroom
3 Hour(s)
EDU 526 develops teacher candidates’ understanding of the mathematics content, processes, and pedagogy needed to teach mathematics in K-8 classrooms. In the course, teacher candidates engage in mathematical tasks and study research on how children learn mathematics so that candidates learn how to engage elementary and middle school students in meaningful sense making mathematics activities. Course content includes focused analysis of the Common Core Standards for Mathematics and NCTM’s Principles and Standards to develop teacher candidates’ abilities to align instruction that facilitates students’ understanding of mathematics to state and national standards. Teacher candidates observe and interact in classroom settings and tutor individual students to support their understanding of how children learn mathematics. Candidates consider how teachers can plan culturally sustaining instruction that draws on students’ strengths, while improving students’ mathematical thinking and understanding. Throughout the course, teacher candidates implement formative and summative assessments to identify the effectiveness of instructional decisions and the impact on student learning throughout the teaching and learning process.
SP
Prerequisite(s): EDU 502 .
3 Hour(s) |
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EDU 530 - Diagnostic Assessment and Evaluation in Cross Categorical Special Education
3 Hour(s)
This course provides core theoretical and practical background necessary to evaluate students having exceptional education needs. An overview of educational assessment and diagnosis of individuals with disabling conditions will be provided. Emphasis will be placed upon testing for Individualized Education Plan (IEP) development and teaching.
SU
Prerequisite(s): EDU 534 .
3 Hour(s) |
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EDU 534 - Language Development and Disorders
3 Hour(s)
In this course, students will examine: (1) speech and language development in preschool and school aged children, (2) referral, assessment, and identification of children with speech and language impairment, (3) collaborative relationships between teachers and speech-language pathologists, (4) culturally and linguistically diverse populations, (5) augmentative and alternative communication, (6) speech and language characteristics of children with other disabilities, (7) narrative and classroom discourse, (8) evidence and standards-based speech and language instruction, and (9) correlations between speech, language , and literacy.
SP
Prerequisite(s): EDU 561 .
3 Hour(s) |
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EDU 549 - Development, Observation and Assessment
3 Hour(s)
This course explores principles and theories of learner development in cognitive, affective, psychomotor, social and language domains. The course provides the core theoretical and practical background knowledge necessary to understand development and assess and observe learners. Students will develop strategies for using observation as a curriculum guide and as an assessment tool. An overview of educational assessments and diagnosis of individuals with developmental differences will be provided. Emphasis will be placed upon universal teaching and learning practices.
3 Hour(s) |
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EDU 553 - Special Methods in Teaching Secondary School Subjects
3 Hour(s)
This course is designed to examine models of learning and instruction at the secondary level, in order to equip students with the skills and knowledge needed for a diversity of learning environments and platforms. General pedagogy and best practices will be addressed, as well as pedagogy within specific content areas. As a group, we will focus on: how to engage students in learning; how to form learning communities; using technology to enhance teaching and learning; and developing online and blended learning platforms. Individually, students will explore, understand and develop a unit within their specific content areas. This will include 30 hours of clinical work out in the field to directly apply methodology while working with high school students.
Prerequisite(s): EDU 502 , EDU 503 , EDU 561
3 Hour(s) |
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EDU 561 - Inclusive Education
3 Hour(s)
This course is designed to provide an introduction to and overview of the field of special education. The class provides a forum in which students explore and examine major historical, social and philosophical perspectives related to students who are identified with disabilities. The course also covers federal legislation and policies, models of service delivery, processes for referral, identification and educational planning for students in special education. Current trends and future directions of special education are also explored.
FA
3 Hour(s) |
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EDU 564 - Collaboration for Academic, Social and Career Development of Students with Disabilities
3 Hour(s)
This course is designed to prepare future educators to understand contemporary legislation, issues, and trends pertaining to the career and vocational development of students with special needs. Students will investigate the range of disability-related services provided by community agencies and how families and schools can access those services. Participants will explore concepts, tools and strategies essential for effective collaboration and teamwork with students, families, community agencies and colleagues for supporting P-12 students with disabilities.
SP
Prerequisite(s): EDU 530
3 Hour(s) |
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EDU 565 - Multilingualism in Education
3 Hour(s)
This course is designed to foster understanding of different theories of language, second language acquisition, and multilingualism within the field of education. We will examine historical and contemporary U.S. language policies and survey existing program models for emergent bilingual students. We will also explore assessment issues for EL-identified students, including considerations for classroom-based, standardized content, and language proficiency assessments.
Hybrid Course Format.
SP
3 Hour(s) |
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EDU 566 - Linguistic Fundamentals for K-12 Learning and Assessment Syllabus
3 Hour(s)
This course provides an overview of linguistic perspectives on the nature of language in education. Students will explore basic linguistic and sociolinguistic concepts-including English phonology, morphology, syntax, and pragmatics-as they relate to classroom teaching and assessment. The focus of the course is to prepare pre-service teachers to better meet the linguistic and academic need of emergent bilingual students.
Hybrid Course Format.
SP
3 Hour(s) |
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EDU 567 - Methods and Materials for Teaching Emergent Bilingual Students
3 Hour(s)
This course will prepare pre-service teachers to make connections between theory and methods for teaching and learning with emergent bilingual (EB) students. It will focus on integrating the teaching of language and academic content; designing instruction, curricular materials, and classrooms to facilitate language acquisition for EL-identified students. Class periods will revolve around an interactive exploration of research-based instructional practices for EB students.
Hybrid Course Format.
SP
3 Hour(s) |
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EDU 568 - Multiple Literacies and Linguistic Diversity
3 Hour(s)
This course will prepare pre-service teachers to connect their classroom literacy practices to critical theories of multiculturalism and dynamic language use. The course begins with an overview of teaching and learning through multicultural children’s literature, and then shifts to focus on new technologies to support emergent bilingual students’ multilingual learning. Multimodal storytelling serves as a common thread throughout the course.
Hybrid Course Format.
SP
3 Hour(s) |
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EDU 569 - Multilingual Community-Based Leadership
3 Hour(s)
This course is the culmination of the five-course sequence toward ESL licensure (#395) in the Master of Education in Curriculum and Instruction. Building from the theoretical and practical knowledge and skills constructed throughout the prior coursework, students will explore community-based approaches to leadership and collective agency. Further, students will develop experiential knowledge of community-based leadership by planning and implementing a service learning project with and for the multilingual communities they serve. In addition, students are expected to engage for a minimum of 10 hours with a community agency that provides services to a multilingual population.
SP
3 Hour(s) |
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EDU 572 - Methods in Cross Categorical Special Education
3 Hour(s)
This methods course provides core theoretical and practical background necessary to evaluate, support and teach students with emotional and/or behavioral disabilities at the elementary and middle level. Emphasis will be placed on the methods, materials, resources, requirements and responsibilities of teachers working with students who have been identified with Mild to Moderate Disabilities and Emotional/Behavioral Disabilities. Candidates will explore the development, implementation and monitoring of Individualized Education Plans (IEPs) related to instructional planning for students with disabilities within the general curriculum and the role of the special educator in facilitating special education services with families and the school community.
FA
Prerequisite(s): EDU 530
3 Hour(s) |
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EDU 590 - Instructional Design for the Early Adolescent/Adolescent Learner
2 Hour(s)
The course provides a practical overview of early adolescent/ adolescent behavior, curriculum planning, instructional methodology, and assessment applicable to teaching and learning at the secondary level. As a learning community, we will work to understand and question how we conceptualize what it means to be a teacher and a learner. We will explore how teachers engage in practices that establish high expectations for all students and encourage, develop, and support learning by all students.
2 Hour(s) |
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EDU 601 - Foundations of Research
3 Hour(s)
This is the first course of a two-course capstone required for M.Ed. completion. EDU 601: Capstone I is designed to present a general overview of the methods and procedures of research in education. The goal is to provide learning experiences that help the student understand, apply, and interpret a variety of research designs and methods commonly used in educational research. Emphasis is placed on how to evaluate and utilize published research. The student will learn how to choose a research problem and design a study to address the problem. Upon approval of the research plan, the student will complete the capstone project in EDU 602 : Capstone II.
FA
3 Hour(s) |
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EDU 602 - Engaging in Research
3 Hour(s)
Through the Capstone II course, Master degree candidates complete a comprehensive, synthesizing project applying the knowledge and skills learned in the courses that comprise a student’s degree program. Options for a Capstone Project include an applied research project, a thesis, and an experiential-based research project. Projects must have theoretical/academic and applied components. The outcome should include a professional product or deliverable that demonstrates the knowledge, critical thinking, and skills learned in the courses comprising the student’s degree program.
SP
3 Hour(s) |
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EDU 603 - Research Design, Data Collection, Analysis (RC)
3 Hour(s)
Students broaden their professional identities to include researcher as part of that identity. Student researchers collect and analyze data and complete the final thesis report and participate in a symposium to share their research with their peers and the Carroll community. Course outcomes are symposium participation, completed thesis and library deposit, and a scholarly article for publication based on the research findings.
FA, SP
Prerequisite(s): EDU 601 ; EDU 602 .
3 Hour(s) |
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EDU 605 - Thesis Preparation (RC)
3 Hour(s)
Students who are unable to complete the outcomes while enrolled in EDU 603 are required to fill out an incomplete form (available online) to be signed by the research facilitator to be approved and submitted to the registrar. If approved, the student researcher will have eight weeks to complete the thesis. If unable to complete, the student must submit an action plan and a timeline for the completed thesis for approval to the class research facilitator. If approved, the student will register for EDU 605, Thesis Preparation. Students can register each semester thereafter, if there is evidence of satisfactory progress demonstrated through an action plan approved by the class facilitator.
Prerequisite(s): EDU 601 , EDU 602 ; EDU 603 .
3 Hour(s) |
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EDU 606 - Learning Community Theory and Practice
3 Hour(s)
Explores the value of learning in a collaborative setting. Examines theories and key aspects of community development within the learning community and within their workplaces.
Semester 1
3 Hour(s) |
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EDU 607 - Introduction to Educational Research
3 Hour(s)
This course is designed to present a general overview of the methods and procedures of research in education. Emphasis is placed on how to critically interpret and evaluate research. The course explores research as a basis for improving professional practice and scholarship. The course covers all stages of the research process and emphasizes the value of data in making decisions regarding teaching and learning.
3 Hour(s) |
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EDU 608 - Classroom as Community
3 Hour(s)
Examines the relationship between individual and the group as it relates to teaching and learning. Explores sociocultural forces which influence the school environment, classroom culture, teacher and students.
Semester 2
3 Hour(s) |
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EDU 609 - Educational Research I
3 Hour(s)
This is the first of two research seminars for candidates who are seeking a Master of Science in Educational Leadership degree. The Research Seminars (I & II) are designed for candidates to build on their understanding of Educational Research (EDU 607 ) and complete a comprehensive, synthesizing project applying the knowledge and skills learned in the courses that comprise a student’s degree program. In Research Seminar I, candidates explore the research topic identified in EDU 607 through a review of literature. Upon completion of the literature review, students design a project to be completed in the practicum experience.
Prerequisite(s): EDU 607
3 Hour(s) |
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EDU 611 - Culturally Relevant Teaching
3 Hour(s)
Examines the sociocultural context of teaching and learning. Explores theories and practices which foster an equitable learning environment for learners from diverse backgrounds.
Semester 1
3 Hour(s) |
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EDU 612 - Authentic Learning and Assessment
3 Hour(s)
Defines learning, assessment and education in a standards-based system. Identifies elements of learning and assessment with a focus on a balanced assessment process and data driven instruction.
Semester 2
3 Hour(s) |
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EDU 613 - Educational Leadership Theory and Practice
3 Hour(s)
In this course students will examine multiple organizational and leadership theories as well as leading and executing organizational change principles. Students will use quantitative and qualitative data, appropriate research methods, technology and information systems to develop a long range continuous improvement plan for a school/district. Through the symbolic, structural, human resource, and political lenses of change management, students will develop problem-solving skills and knowledge of strategic, long-range planning and operational planning to advocate for policies and programs that promoted equitable learning opportunities and success for all students.
3 Hour(s) |
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EDU 614 - Educational Research III
3 Hour(s)
In this course students will develop advanced knowledge of action research as they continue to implement an action research study. Student will collect data and begin to analyze findings.
3 Hour(s) |
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EDU 615 - Educational Leadership Theory and Practice III
3 Hour(s)
Continues the study of the value of organizational and leadership theories with an emphasis on the cultural and historical influences, knowledge and belief systems which shape educational organizations.
Semester 4
3 Hour(s) |
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EDU 616 - Research Seminar II
3 Hour(s)
Research Seminar II is designed for Master of Science in Educational Leadership candidates to apply their learning through a research project. The outcome includes a professional product or deliverable that demonstrates the knowledge, critical thinking, and skills learned in the courses comprising the student’s degree program.
3 Hour(s) |
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EDU 617 - Educators as Leaders
3 Hour(s)
Application of leadership organizational theories in practice. Students develop or engage in active leadership roles in their educational contexts.
Semester 3
3 Hour(s) |
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EDU 618 - Mathematical Reasoning and Leadership for Elementary Specialists: K-5 Learning Trajectories
3 Hour(s)
Mathematics content and pedagogy designed to equip elementary teachers to become mathematics teacher-leaders in school settings. Includes readings, reports, and syntheses of research literature on teaching and learning K-12 mathematics. Attention given to number concepts and problem solving. Focus on incorporating NCTM Principles and Standards and Common Core State Standards in Mathematics to establish learning trajectories at the K-5 level.
3 Hour(s) |
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EDU 619 - Numbers and Operations: K-5 Mathematical Tasks
3 Hour(s)
An exploration of content and methods relevant to whole number and rational number arithmetic in the K-5 classroom with an emphasis on how children learn. Topics include an exploration of place value, arithmetic operations, fractions, decimals, percents, with emphasis on concepts, operations, and relations among them. Attention given to error analysis of children’s work. Focus on analysis and construction of effective mathematical tasks in teaching number systems and operations at the K-5 level.
Prerequisite(s): Completion of or concurrent enrollment in EDU 618
3 Hour(s) |
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EDU 620 - The Writing Process - Theory and Practice: Using Technology to Enhance the Writing Process
2 Hour(s)
This course is a completely hands-on computer lab course with computer activities to complete on your own outside of class. With demonstration and support, we will bridge the gap between writing teachers and the diverse needs of their 21st Century Learners; explore strategies to engage reluctant writers in the curriculum using online creation, collaboration, and sharing; explore Web 2.0 tools such as wikis, blogs, and other free interactives; and develop resources with immediate application for the classroom.
2 Hour(s) |
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EDU 621 - Writing Across the Curriculum: Leadership Institute
3 Hour(s)
Through demonstration workshops and active participation, participants will experience writing-to-learn strategies that support student understanding without increasing teaching workload. Strategies to motivate students to become better and more powerful writers will be explored and adapted to individual content and grade levels. Educators interested in 3 credits may work with their team, or individually, to develop an Action Plan to help other teachers realize the benefits of writing circles, writing-to-learn and writing workshop.
3 Hour(s) |
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EDU 622 - Writing Project Practicum
3 Hour(s)
Participant’s leadership skills will be developed and strengthened. With support from NWP teacher consultants, one might plan, develop and implement workshop demonstrations, collegial studies or professional development.
3 Hour(s) |
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EDU 623 - The Zen of Collegial Studies
1 Hour(s)
The Zen of Collegial Studies is a one credit weekend continuity workshop for teacher leaders who participated in the NWP-CU Summer Institute and for teachers who would like to take on a leadership role for the schools or districts. The workshop focuses on the philosophy and management of collegial study groups.
1 Hour(s) |
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EDU 624 - Policy, Advocacy and Contemporary Issues in Education
3 Hour(s)
Using a leadership lens, this course, considers current and emerging issues and trends impacting education which include demographic shifts; globalization; technology; data-based decision making; inclusion of diverse learners in American schools; and recent research on student achievement when influenced by race, gender, and poverty. Emphasis will be on developing, analyzing, and clarifying personal beliefs, values, and assumptions as they relate to educational practice and decision-making within the context of what can often be contentious and difficult lo-resolve educational issues. Concurrent with EDU 613 .
FA
3 Hour(s) |
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EDU 625 - Teaching the Writing Process
3 Hour(s)
Through a variety of exercises, participants focus on their own writing to explore the writing process in developing authors. Basic writing theory is translated into applied writing instruction. Emphasis is on creating a classroom writing environment. Course includes development and assessment of writing portfolios.
3 Hour(s) |
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EDU 626 - Teacher as Writer-Facilitating Better Student Writing
3 Hour(s)
Students continue to deepen and individualize the use of the writing process as a means to curricular reform. Participants define their areas of professional and personal writing expertise, writing and reflecting on their writing and then determining their course of instruction based on their findings and peer response. This process is used to revise classroom practice.
3 Hour(s) |
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EDU 627 - Algebraic Reasoning: K-5 Discourse and Questioning
3 Hour(s)
Specialized mathematical knowledge necessary to support the successful teaching and learning of algebra and number theory. Topics include patterns, functions, algebraic symbols, understanding of equality, variables and unknowns, and modeling real world situations using algebraic language. Focus on the early algebra concepts of functional thinking and generalized arithmetic in relationship to pedagogical practices centered on questioning in the mathematics classroom.
Prerequisite(s): EDU 619
3 Hour(s) |
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EDU 628 - Measurement and Data: K-5 Equity and Technology
3 Hour(s)
Specialized mathematical knowledge necessary to support the successful teaching and learning of measurement and data. Topics include measurement, collecting, organizing, displaying, and analyzing data. Attention is also given to learning methods that facilitate appropriate classroom interactions and support the mathematical learning of all students.
Prerequisite(s): Completion of or concurrent enrollment in EDU 627
3 Hour(s) |
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EDU 629 - Geometry and Spatial Reasoning: K-5 Assessment
3 Hour(s)
Specialized mathematical knowledge necessary to support the successful teaching and learning of geometry. Topics include properties of shapes, area and perimeter, volume and surface area, congruence and similarity, geometric transformations, coordinate geometry, and geometric reasoning. Course includes a focus on theory, methods, and techniques of assessment for improving mathematics learning.
Prerequisite(s): EDU 628
3 Hour(s) |
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EDU 630 - Continuous Improvement for Leading Diverse Communities
3 Hour(s)
In this course students will examine organizational and leadership reform structures related to pupil service. Students will explore leading and executing organizational change principles. Students will use quantitative and qualitative data, appropriate research methods, technology and information systems to develop a 1ong-range continuous improvement plan for a school/district through the Jens of pupil services. Through the symbolic, structural, human resource, and political lenses of change management students will develop problem-solving skills and knowledge of strategic, long-range planning and operational planning to advocate for policies and programs that promote equitable learning opportunities and success for all students.
3 Hour(s) |
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EDU 631 - Cognitively Guided Instruction in Mathematics-Workshop (CCI)
3 Hour(s)
Focuses on children’s developmental phases in math/arithmetic skills and problem-solving activities. Engage in hands-on learning and teaching approaches to skill development in the four basic math operations. Share in group activities to produce math materials for classroom use. Emphasis is on math education in all elementary grades K-6.
3 Hour(s) |
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EDU 632 - Leadership in Special Education and Pupil Services
3 Hour(s)
In this course students will examine historical and contemporary national and state legislation in addition to funding systems that support organizational and leadership reform structures related to pupil service. Students will explore the results of leading and executing organizational change principles through continuous improvement cycles for a school/district through the lens of pupil services. In tandem these concepts will be leveraged to re-image a system of traditionally segregated supports to a culture of teaching and learning to remove barriers for all students in the learning community.
3 Hour(s) |
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EDU 634 - Applying Educational Technology in K-12 Classrooms (C&I-C)
3 Hour(s)
This course provides practical opportunities to become proficient in 21st century skills, their integration into classroom instruction, and hands-on practice with a variety of technology tools. Students explore current research to support technology in the classroom. Every effort is made to meet the professional and educational needs of the students.
3 Hour(s) |
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EDU 635 - Director of Special Education and Pupil Services (DSEPS) Practicum I
1 Hour(s)
This course serves as an orientation to the Council for Exceptional Children (CEC) Special Education Administration (SEA) and the Wisconsin Administrator Standards as outlined in the Content Guidelines for Director of Special Education and Pupil Services (80) as students engage in the tenets that support the DSEPS License. Through a 40-hour placement in school district sites, students will begin to analyze and build their own leadership theory, understand what school leaders do to create the conditions for all students to learn as they gain insight into everyday school operations. Learners will begin a journey of self-discovery and development through a self-assessment and create a personalized learning plan.
1 Hour(s) |
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EDU 639 - Identifying Obstacles to Rational Thought to Enhance Advocacy for Self and Others
3 Hour(s)
This interdisciplinary course explores thinking and reasoning to expand knowledge about learning environments (e.g., organizations, agencies or institutions) to advance advocacy for self and others. The course is designed for adult, K-16 educators and others who would like to examine societal socioeconomic contextual factors that may impact thinking and reasoning as it relates to schools, society, global issues or everyday life, seeking potential institutional and societal frameworks for change. In addition to exploring legitimate advocacy, analyzing and assessing reasoning and identifying obstacles to rational thought, this course will initiate strategies that enable students to ask essential questions and effectively grasp the logic of a subject or discipline, particularly teaching content through thinking rather than content and then thinking.
3 Hour(s) |
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EDU 640 - Foundations of Gifted and Talented Education (CCI)
3 Hour(s)
Characteristics of giftedness are discussed. Several identification methods and programming models are studied, including the Wisconsin Comprehensive Integrated Gifted Programming Model. Students investigate the 5 areas of giftedness as defined by federal and state governments as well as the psychology of giftedness in children and adolescents including cognitive and social-emotional dimensions. Practical strategies for accommodating the needs of gifted and talented learners in the classroom and in the home are explored. Legal issues related to Wisconsin Standards are considered; critical perspectives on gifted education are explored.
3 Hour(s) |
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EDU 641 - Teaching & Learning Across the Life Span (C⁣ ACE; HED)
3 Hour(s)
This course examines a wide variety of theories and research that contribute to the understanding of human development and learning, focusing particular attention to the application of developmental theory. Development is explored as a life-span process, influenced by the interaction between the individual and his/her environment. We will study the most important ideas from several theoretical perspectives, and examine patterns of growth, change, and continuity that occur throughout the lifespan. Finally, we will apply theoretical principles to real-life human behaviors.
3 Hour(s) |
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EDU 643 - Curriculum Making - Past and Present (C&I-C)
3 Hour(s)
Examines the myriad of elements that determine curricular content and discusses the ways that the social, political, and historical contexts of the times have defined the education children have received in American public schools. Various theories and historical perspectives will be studied in understanding the struggles for and evolution of the American curriculum.
3 Hour(s) |
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EDU 644 - Education of Gifted & Talented Students - Workshop (CCI)
3 Hour(s)
Emphasizes meeting the needs of gifted children through curriculum differentiation. Students develop programming strategies and techniques for accommodating gifted learners in the general classroom in ways that are aligned with the Wisconsin Comprehensive Integrated Gifted Programming (Pyramid) Model. Effective instructional practices related to each of the following areas of giftedness are studied: general intellectual, specific academic, creative thinking, leadership, and visual/performing arts.
3 Hour(s) |
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EDU 645 - Collaboration in the Classroom (ACE)
3 Hour(s)
Participants examine theory and practice of cooperative learning and other collaborative and community-building strategies and investigate the cooperative learning literature to develop a repertoire of strategies. Strategies are critiqued for application to specific curricula and particular student groups.
3 Hour(s) |
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EDU 646 - Administration of Adult Education Programs (ACE)
3 Hour(s)
This course relates administrative theory to current practice in adult continuing education. Topics covered include management styles, effective personal development, the tools of administrative practice, organizational contexts, and ethical decision-making. Effective leadership is distinguished from effective management.
Prerequisite(s): EDU 641 and EDU 647 , or consent of instructor.
3 Hour(s) |
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EDU 647 - Foundations of Adult Education (ACE)
3 Hour(s)
This course introduces students to a variety of concepts which serve as the foundation of the field of adult education. Topics covered include a definition of adult education, a historical overview of the field, participation and nonparticipation factors, adult education in formal and informal settings. The course also examines six theories of learning as they relate to adult education and begins building the foundation for a theory of adult learning.
3 Hour(s) |
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EDU 648 - Facilitating Learning for Adults/The Adult as Independent Learner (ACE)
3 Hour(s)
The course focuses on identifying special needs of the adult learner including the adult as an independent learner. The unique relationship between adult student and facilitator is explored. The course also examines current research and theory relating to successful practice in adult education.
Prerequisite(s): EDU 641 and EDU 647 , or consent of instructor.
3 Hour(s) |
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EDU 649 - Curriculum and Program Development in Adult and Continuing Education (ACE)
3 Hour(s)
Theory and processes of program planning and curriculum development as they relate to education and training programs designed for the adult learner. The focus is on program philosophy, program planning models, needs analysis, program design, and evaluation.
Prerequisite(s): EDU 647 .
3 Hour(s) |
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EDU 650 - Sociology of Education (C-IS)
3 Hour(s)
An overview of the sociocultural foundations of educational practice in a variety of community environments within the political and economic contexts of society. Focuses on historical ideas, current practices, and future directions in education in relation to major social issues in America. Analyzes the role of schooling in transmitting cultural assumptions about American society and its ideologies. Discusses sociocultural forces which influence schools, teaching and learning. Students review ethnographies and other forms of research to study education as a cultural institution.
3 Hour(s) |
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