| |
Educational Leadership |
| |
-
EDL 7760 - 21st Century Teaching & Learning 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to M.Ed. program in Educational Leadership or graduate Educational Leadership certification program.
This course examines the role of educational leaders to identify, use, evaluate, and promote appropriate technology to enhance and support curriculum, instruction and assessment that lead to high levels of student achievement. It is designed to immerse school leaders in a technology-rich environment and prepare them to facilitate an instructional program that integrates 21st century skills and promotes relevant, authentic, and meaningful tasks for students. Candidates will apply current research and instructional design principles to the design, management, and evaluation of a 21st century learning environment. This course also prepares candidates to facilitate high quality professional learning at their school.
|
| |
-
EDL 7765 - Productivity & Professional Practice for Leaders 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to M.Ed. program in Educational Leadership or graduate Educational Leadership certification program.
This course prepares educational leaders to apply technology to enhance their professional practice and to increase their productivity. Candidates will become competent users of information and technology tools common to information-age professionals. Emphasis is placed on computer operations, presentation and communication tools, manipulation, interpretation, and analysis of data as well as the management of Internet resources. Concept mapping, web editing, and project planning are also included.
|
| |
-
EDL 7770 - Educational Technology Support, Management & Operations 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to M.Ed. program in Educational Leadership or graduate Educational Leadership certification program.
This course examines the role of leadership to support and manage technology in order to maximize student learning and increase the efficiency of school operations. It is designed to examine the technical aspects of building-related technologies including, but not limited to, desktop/laptop computers, wired and wireless networks, various instructional, administrative and technical software, and Internet technologies. This course will explore different models of technology support and present ideas on how to support technology effectively through teams of teachers, students, parents, and school system personnel. In addition, the course will address emerging technologies and their potential uses in education.
|
| |
-
EDL 7780 - Practicum 1 Credit Hours
Prerequisite: Permission of advisor.
This course provides an opportunity for students to engage in field-based experiential learning activities related to educational leadership under the guidance of a practicing administrator.
|
| |
-
EDL 7781 - Practicum II 1 Credit Hours
Prerequisite: Admission to the add-on certification program in educational leadership.
Provides candidates an opportunity to engage in field-based experiential learning activities related to educational leadership under the guidance of a practicing administrator. The practicum takes place in a real setting and is accompanied by a seminar.
|
| |
-
EDL 7797 - Portfolio I 1 Credit Hours
Prerequisite: : Admission to M.Ed. program in Educational Leadership or Add-on program of Educational Leadership.
Portfolio development is the capstone experience for the Master of Education in Educational Leadership and the Educational Leadership Add-on Programs. Participants work independently under the supervision of the program advisor. The foci of the course are on understanding the nature of portfolio, the Interstate School Leaders Licensure Consortium (ISLLC) standards, and the procedures to be followed in the development and completion of a professional portfolio.
|
| |
-
EDL 7798 - Portfolio II 2 Credit Hours
Prerequisite: Completion of EDL 6797.
Portfolio development is the capstone experience for the Master of Education Program in Educational Leadership. Participants work independently under the supervision of the program advisor. The portfolio is outlined along the standards as required by the Interstate School Leaders Licensure Consortium (ISLLC). The purpose of the portfolio is to implement a systematic approach to problem solving and decision-making by requiring participants to reflect upon leadership knowledge, skills, theories and experiences acquired during their participation in the program.
|
| |
-
EDL 7799 - Portfolio Development for Technology Concentration and Add-On Certification 1 Credit Hours
Prerequisite: Admission to the Add-On Certification Program in Educational Leadership.
Portfolio development is the capstone experience for the Add-On Certification Program in Educational Leadership. Participants work independently under the supervision of the program advisor. The foci of the course are on understanding the nature of portfolio, the Educational Leadership Constituent Council (ELCC) standards, and the procedures to be followed in the development and completion of a professional portfolio.
|
| |
-
EDL 7900 - Special Topics 1-9 (Varies) Credit Hours
Prerequisite: Admission to M.Ed. program in Educational Leadership or Add-on program of Educational Leadership.
This individually designed course will examine advanced topics in educational leadership and/or educational technology emphasizing the students’ area of specialty.
|
| |
-
EDL 8000 - Foundations of Distributed Leadership for Learning 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the Ed.S. or Ed.D program.
The cornerstone of the doctorate, Teacher Leadership for Learning, is an interdisciplinary core that establishes a common set of performance outcomes aligned with Distributed School Leadership Practice (DSLP). This course introduces DSLP, a new perspective on leadership that captures the collective, and complex, relationship dynamics of formal and informal school leaders. DSLP is more than shared leadership: DSLP is about the synergy and situations that develop as school leaders reform schools into places that are intentionally inclusive and inviting to all students.
|
| |
-
EDL 8100 - Critical Issues in School Transformation 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to Ed.S. or Ed.D. program or permission of instructor.
The overarching goal of the course is to develop school leaders who understand the variables that affect student achievement and how to use data and the professional literature to support the transformation of schools through thoughtful analysis of the total environment and careful planning for the future. Within the context of school transformation, this doctoral seminar addresses the practical application of all aspects of distributed leadership and requires fieldwork and other forms of practical, problem-based learning. Successful candidates will develop a school change portfolio that minimally includes: (a) Rationale for school transformation based upon the professional literature; (b) Historical analysis and assessment of school performance on critical variables related to student achievement; (c) Benchmarking of local and community resources; (d) Professional development plan; and (e) Evaluation strategy.
|
| |
-
EDL 8300 - Intercultural Communication & Global Learning 0 Class Hours 9 Laboratory Hours 3 Credit Hours
Prerequisite: admission to program
The increasing diversity of our schools, the commitment to standards, and NCLB requirements make competence in intercultural communication a basic requirement for all educators. Of equal importance for educators is the development of knowledge and skills in global learning. This module addresses the practical application concepts in distributed leadership, particularly as they relate to building relationships with colleagues, students and families from other cultures. The primary goal of this course is to assure that all students have equitable opportunities to achieve academic excellence in the state-approved curriculum. This course will be offered in a performance-based format.
|
| |
-
EDL 8300 - Intercultural Communication and Global Learning 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to Program.
The increasing diversity of our schools, the commitment to standards, and NCLB requirements make competence in intercultural communication a basic requirement for all educators. Of equal importance for educators is the development of knowledge and skills in global learning. This module addresses the practical application concepts in distributed leadership, particularly as they relate to building relationships with colleagues, students, and families from other cultures. The primary goal of this course is to assure that all students have equitable opportunities to achieve academic excellence in the state-approved curriculum. This course will be offered in a performance-based format.
|
| |
-
EDL 8710 - Vision and Governance 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to EdS in Leadership for Learning program.
The purpose of the course is to facilitate the acquisition of knowledge, skills, and disposition related to the importance of developing and implementing a vision for school improvement within school and system governance structures. The course examines school organizations and cultures; forms of school governance; the change process; and the concept of collaboration among administrators, teachers, parents and community leaders as a means of bringing about more effective schools. In addition, it further examines the impact of state authority on local schools and school districts through changing roles, relationships, trends and the political context of decision making at the state level. Special focus is on developing a vision, mission and philosophy that impacts school improvement and student performance. This course is non-performance based.
|
| |
-
EDL 8720 - Managing the Physical Environment 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to EdS in Leadership for Learning program.
This course is focused on an exploration of the business aspects of managing schools with a focus on critical issues of management including: decision making, strategic planning, facility management, personnel allocation, and analysis and allocation of resources through development of a school budget. Included are the basic economic concpets and methods of analysis of educational finance, education and inequality, education and economic growth, and the effect on student performance. This course is non-performance based.
|
| |
-
EDL 8730 - Curriculum, Assessment and Instruction 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to EdS in Leadership for Learning program.
This course is designed to provide candidates with the knowledge, skills, and dispositions necessary to make critical curriculum and assessment decisions that focus on instructional best practices. Through course readins and projects, candidates will develop an in-depth understanding of theory theoretical frameworks that support the knowledge and skills necessary for making data-driven decisions with respect to the development of meaningful curriculum, research-based instructional practices, and sound assessment techniques that will increase student learning and achievement. In addition, candidate will be guided to explore ways to address the needs of diverse students, social and cultural forces, and collaboration among all stakeholders to foster a positive school culture and maximize the academic success of all students. This course is non-performance based.
|
| |
-
EDL 8740 - Professional Learning 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to EdS in Leadership for Learning program.
Because 21st century educators must constantly adapt to changing school populations, it is essential that professional growth and development for school leaders evolve from proven best practices and course content that has been enhanced with research based materials. In this course, candidates will satisfy dynamic and meaningful objectives through demonstration of their ability to design and implement professional development programs for faculty and staff. Professional development and professional growth plans will focus on leading, teaching and learning, and solving authentic problems with insightful and results-driven agendas. Assignments with demonstrated connectivity to existent avenues for professional growth are a key component of the course. Deeper understanding of underlying structures that serve as barriers to improving student and teacher success will be identified and targeted for project based inquiry. This course is non-performance based.
|
| |
-
EDL 8750 - Managing Human Resources 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to EdS in Leadership for Learning program.
This course addresses personnel and human resource issues from a problem solving perspective. Candidates research personnel issues as they may occur within the context of local school and district operations. Activities which provide experience in human resource arenas that emerge from societal, cultural and legal issues comprise a significant portion of the course requirements. This course provides a solid and beneficial body of knowledge for principals in training while acknowledging that contemporary society continues to profoundly influence the manner in which the practice of human resources is exercised in school districts. Further, the course seeks to develop leaders who understand the significance of sound and efficient decision making as it impacts the performance of school and system employees, the fiscal resources of the school district, and most importantly, the increased academic achievement of all students within the district. This course is non-performance based.
|
| |
-
EDL 8810 - Vision and Governance 0 Class Hours 9 Laboratory Hours 3 Credit Hours
Prerequisite: admission to program
This class is the first module in the residency sequence. The purpose of the module is to facilitate the acquisition of knowledge, skills, and disposition related to th importance of developing and implementing a vision for school improvement within school and system governance structures.
|
| |
-
EDL 8820 - Managing the Physical Environment 0 Class Hours 9 Laboratory Hours 3 Credit Hours
Prerequisite: admission to program
During this module the candidate will, along with the university faculty supervisor, school/district mentor, and leadership coach, create a program of observation, research, and involvement designed to gain an understanding into the role of managing resources for instructional improvement and a safe school environment for learning.
|
| |
-
EDL 8830 - Curriculum, Assessment, and Instruction 0 Class Hours 9 Laboratory Hours 3 Credit Hours
Prerequisite: admission to program
This module is designed to provide candidates with the knowledge, skills, and dispositions necessary to make critical curriculum and assessment decisions that focus on instructional best practices.
|
| |
-
EDL 8840 - Professional Learning 0 Class Hours 9 Laboratory Hours 3 Credit Hours
Prerequisite: admission to program
This module focuses on develoing leaders who can develop, implement, and monitor professional learning programs and activities that are meaningful and job-embedded, and that provide follow-up support.
|
| |
-
EDL 8850 - Managing Human Resources 0 Class Hours 9 Laboratory Hours 3 Credit Hours
Prerequisite: admission to program
This module is designed to develop leaders who understand the significance of sound and efficient decision-making as it impacts the performance of school and system employees, the fiscal resources of the school district, and most importantly, the increased academic achievement of all students within the district.
|
| |
-
EDL 8860 - Transition Between Building and System Levels 0 Class Hours 9 Laboratory Hours 3 Credit Hours
Prerequisite: admission to program
This residency module focuses on developing knowledge, skills, and dispositions required for completing an area at the building or system level that was not met during the completion of a performance-based program or during other coursework. The candidate will enroll in 1-3 hours of credit depending on the analysis of needs as determined by the collaboration between the university and school/district.
|
| |
-
EDL 9300 - Critical Issues for Student Learning: (Topic) 3 (Repeatable) Credit Hours
Prerequisite: Admission to Ed.S. or Ed.D. program and permission of the advisor.
A doctoral seminar focused on analysis and problem solving of a current topic of vital concern relevant to teaching, leading and student learning in educational leadership.
|
| |
-
EDL 9310 - Educational Facilities 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the Doctoral Program in Leadership for Learning.
This course examines the concepts, procedures and importance of facilities planning in the educational process. Candidates will learn all the practical skills of facility inventory, need assessment and evaluation. The course is intended to cover major aspects of school facilities planning at elementary, secondary and post-secondary levels.
|
| |
-
EDL 9320 - Media, Community, and Public Relations 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the Doctoral Program in Leadership for Learning.
This course provides knowledge, skills, and dispositions essential for school leaders to fully engage with school, district, community, and beyond in the promotion of ongoing communication between and among all stakeholders, including those whose primary language is other than English. Candidates will develop and enhance communication skills that promote the vision and mission of schooling for the purpose of increasing student achievement, strengthening faculty and staff relations, and advancing stakeholder support. Additionally, the pressing matters of interactions with the mass media and crisis management are included. There is a focus on the ways and means by which school leaders address the multiple prevailing values across a community to solicit school and community partnerships with the aim of understanding the proactive measures which will ensure positive perceptions of the school and its educational products.
|
| |
-
EDL 9330 - Comparative Education 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the Doctoral Program in Leadership for Learning
This course provides an overview of frameworks, major concepts, and current trends in comparative education. It examines how different countries address issues common to all education systems and enables candidates to read, discuss, analyze, and interpret relevant studies and scholarship in this area. Special attention is devoted to similarities and differences in educational policy and practice related primarily to elementary and secondary levels of education in different countries.
|
| |
-
EDL 9340 - Ethics for Educational Leaders 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the Doctoral Program in Leadership for Learning.
This course is designed to provide educational leaders with a research-based paradigm for ethical decision making. Various codes of ethics and case studies will be analyzed and applied to general and specific situations. Doctoral candidates will engage in dialogue, research and reflection to develop a personal code of ethics which will be applied in a school-based activity. Research and anecdotal information from journals and texts will be utilized to inform ethical decision making on local issues.
|
| |
-
EDL 9350 - Doctoral Directed Study 1-9 (Repeatable) Credit Hours
Prerequisite: Admission to the Ed.D. and permission of the advisor.
Individualized and independent scholarly investigation and research of an important topic involving teaching, leading and student learning in educational leadership. The focus, content and expectations for this study will be formally established by the doctoral student and supervising professor.
|
| |
-
EDL 9360 - Beyond Policy: Reforming Schools Through Learner-Centered Education and Leadership 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the Doctoral Program in Leadership for Learning
Exploration and investigation of emerging research on learning, leading, and change which when considered in combination provide a framework for understanding and leading schools as continuously evolving, living systems. Using a learner-centered leadership paradigm, students critically analyze the industrial, corporate, and business models of education which historically focus on standards, narrowing of curriculum, and high stakes tests as sole measures of achievement and develop a vision for and/or create learner-centered educational systems.
|
| |
-
EDL 9370 - Critical Issues for Student Learning: Exploring the Literature 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to EdS and/or EdD in Leadership for Learning
This course is a doctoral seminar focused on analysis and problem solving of a current topic of vital concern relevant to teaching, leading, and student learning in P-12 schools. Candidates explore the literature to identify, analyze, and synthesize contemporary and classic literature on critical school issues. The ultimate goal is to identify gaps in the literature, explore possible topics for independent future research, and develop long term skills in literature review.
|
| |
-
EDL 9380 - Economics of Education 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the Doctoral Program in Education.
Adequacy and equity in the provision of school services and support are crucial concerns of the public school administrator. The course addresses the financial management of education through the lens of basic economic theory and how the American economy provides funding for public education. The focus is on how funds are administered and the trends toward more efficient utilization of resources, including an introductory view from a global perspective. The approach is a business management appreciation of the complexity and magnitude of education as an important resource in the public sector.
|
| |
-
EDL 9881 - Special Education and Advanced School Law 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the Doctoral Program in Leadership for Learning
This course is a second-tier law and policy course, deepening students’ understandings and application of school policy, governance, and regulation. The course particularly focuses on federal and state laws and regulations of students with exceptionalities (including, but not limited to, English-language learners, students in transition, and students with exceptionalities). Through this lens, students will explore policy development and implementation in education.
|
| |
-
EDL 9882 - Educational Planning for Transformation 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the Doctoral Program in Leadership for Learning.
This course is designed to inform doctoral candidates how policies and practices are developed and implemented through the writing policy briefs in areas of interest. Understanding the value and use of qualitative and quantitative research in the formulation of policies and practices is an integral part of the course. Candidates will focus on the process of policy development and the impact of outside forces on the operation of schools and school districts with the goal of becoming informed practitioners. This course will be of interest to school leaders, policy makers, and those employed in governmental agencies and institutions where decisions are policy driven.
|
| |
-
EDL 9883 - Performance for Educational Executives: Politics, Power, and Policy 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the Doctoral Program in Leadership for Learning.
This course introduces the conceptualization of schooling as politics and is designed to help students understand the political contexts and the institutional environment in which educators operate. Through a general awareness of conceptual frameworks (such as system framework, diffusion framework, values, demands and interest groups, micro and macropolitics), used to examine the politics of education, students will obtain, assess, and assemble data and interpret those data to discover connections and contradictions about the concepts from the readings and literature relating to our current educational climate. This course includes a performance-based field experience.
|
| |
-
EDL 9884 - Emerging Trends in Instructional Leadership, Curriculum, and Evaluation 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the Doctoral Program in Leadership for Learning
This course explores different strategies for bringing about change leading to curriculum, institutional improvement, evaluation, and reform. The focus is on guiding doctoral candidates toward understanding trends with an emphasis on curriculum, instructional methods, and effective assessments. Candidates will engage in research that identifies political, ethical, and societal changes that impact curriculum, instruction, and assessment. Special attention is given to the educational leader’s role in building a strong, collaborative culture and increasing system’s capactiy to change. This course includes a performance-based field experience.
|
| |
-
EDL 9900 - Doctoral Dissertation 9 Credit Hours
Prerequisite: Successful completion of comprehensive exams, part I and II
This is the capstone experience for the Doctorate in Leadership for Learning. This is an intensely field-based performance activity in that the candidate demonstrates the ability to apply research skills to solving a P-12 problem of significant importance and that impacts student learning. With the guidance of a dissertation advisor and a committee, the candidate assumes the responsiblity for completing the study and defending both process and results to the dissertation committee.
|
Educational Research |
| |
-
EDRS 8000 - Applied Quantitative & Qualitative Research 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to Ed.S. or Ed.D. program or permission of instructor.
Candidates will develop a functional understanding of quantitative and qualitative research as applied to educational arena. Emphasis is placed on candidates acquisition of analytical and interpretive skills.
|
| |
-
EDRS 8900 - Applied Field Research 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: EDRS 8000.
Student will complete a field research project in a P-12 or higher education setting which focuses on student learning. The project serves as the capstone experience for the Ed.S. degree and may serve as a pilot study for the dissertation for a student continuing into the Ed.D. Program.
|
| |
-
EDRS 9100 - Advanced Qualitative Research Methods 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the Ed.D. Program.
This course is an advanced study of qualitative research methodologies including ethnography, case study, and phenomenology. Students will examine a variety of data sources (e.g. interviews, observations) and methods of analysis (e.g. memo writing, coding). Students will conduct research as they formulate their research questions, collect and analyze data, and write a research report.
|
| |
-
EDRS 9200 - Advanced Quantitative Research Methods 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the Ed.D. Program.
This course is an in-depth study of and application of selected quantitative research designs. Course also involves advanced study of descriptive statistics, inferential statistics, and non-parametric tests traditionally utilized in social and behavioral research. Emphasis will be placed on understanding the process of social and educational research in applied settings. Candidates will deepen their expertise in designing and conducting research and analyzing quantitative data. Candidates will conduct these analyses using quantitative statistical software, interpret their findings, and communicate their results ethically, clearly and effectively.
|
English |
| |
-
ENGL 7701 - Topics in Literature 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to graduate study in education.
A treatment of themes and issues in English and/or American and/or World literature. Students will read selected works and consider teaching applications for engaging adolescents and young adults in responding to and interpreting a wide variety of literary texts.
|
| |
-
ENGL 7709 - Workshop for Teachers of Writing 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to graduate study in education.
An experiential examination of principles and issues in the teaching of writing, K-20. Along with reflective exploration of current theories of composition and extensive writing, this course includes the following topics: literacy acquisition and language development, especially through writing; building writing communities; the teacher as writer; the place of publication in the writing process; and assessment of writing.
|
| |
-
ENGL 7710 - Writing on Teaching 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to graduate study in education, and teaching experience and graduate coursework in educational research or writing.
A collaborative workshop for educators preparing to write about teaching. Students in the course will develop individual writing projects for submission to venues publishing such genres as teacher research, curriculum development stories, experienced-based writing about classrooms, and scholarship of teaching.
|
| |
-
ENGL 7711 - Multicultural Literature in English 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to graduate study in education.
An examination of multicultural literature written in English. Genres studied include fiction, nonfiction, poetry, drama, and nontraditional literary texts (e.g., film, oral performance). Students will explore primary and secondary sources to use for teaching literature from a global perspective, including studying how emerging traditions of literary criticism and theory can shape interpretations and teaching.
|
| |
-
ENGL 7721 - Author Studies 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to graduate study in education.
A study of the work of one or more significant authors. Attention will be given to strategies for engaging students in critical thinking and writing about literature.
|
| |
-
ENGL 7731 - Language Studies in English 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to graduate study in education.
A study of language as a key component of English/Language Arts. Topics include understanding English’s historical and ongoing development, learning English as a second language, using discourse appropriately in a variety of contexts, dialect variations, relationships between oral and written language use, and issues involved in teaching language (e.g., teaching grammar in context).
|
| |
-
ENGL 7735 - Introduction to Composition Studies 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to graduate study in education.
A survey of issues and themes in composition studies, especially those which have influenced writing instruction in the schools. Topics examined include writing as a process and writing for a variety of purposes, audiences, and genres, as well as approaches for evaluating writing and for planning writing instruction that invites students to use the art of writing for exploring authentic issues that matter in their lives.
|
| |
-
ENGL 7741 - Technology and Media in English and Language Arts 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to graduate study in education.
Focus on the current effects and potential of technology and multimedia in writing, reading and literature instruction. Students explore ways technology is changing reading and writing processes in school, the workplace and in daily life and develop effective ways of integrating technology into instructional programs.
|
| |
-
ENGL 7750 - English Studies in the Schools 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to graduate study in education.
Review of the field of English Studies today, including relationships among concepts that guide the field, especially in schools. Students will explore strategies for integrating various elements of English Studies (including writing, reading/literature, language, and literacy studies) in scholarship and in teaching. Topics will include standards and assessment in English/Language Arts, especially those associated with National Board Certification and the National Council of Teachers of English standards for instruction.
|
| |
-
ENGL 7900 - Special Topics 3 Class Hours 0 Laboratory Hours 3 (Repeatable, Regular Grades) Credit Hours
Prerequisite: Admission to graduate study in education and permission of advisor, instructor, department chair, and director, graduate study in education.
Exploration of a specifically designed topic in an advanced-level seminar with extensive reading, writing and presenting assignments.
|
| |
-
ENGL 7950 - Directed Study 3 Class Hours 0 Laboratory Hours 3 (Repeatable, Regular Grades) Credit Hours
Prerequisite: Admission to graduate study in education and permission of advisor, instructor, department chair, and director, graduate study in education.
Detailed, advanced-level examination of a topic selected and shaped collaboratively by the instructor and the student submitting a proposal for the special course. This course is not an individually scheduled offering of a regular course, but a unique study designed by the student to address individual needs and interests.
|
English Education |
| |
-
ENED 6414 - Teaching Secondary English I 2 Class Hours 3 Laboratory Hours 3 Credit Hours
Prerequisite: EDUC 6100 and EDUC 6100L
Corequisite: EDUC 6414L
An examination and application of curriculum issues, learning theories, teaching strategies, instructional materials and assessment procedures for teaching secondary school English/Language Arts in the multicultural and diverse classroom of today. Includes a secondary school field experience in English teaching. Proof of professional liability insurance is required prior to school placement.
|
| |
-
ENED 6414L - Practicum II 0 Class Hours 9 Laboratory Hours 3 Credit Hours
Prerequisite: EDUC 6100 and EDUC 6100L
Corequisite: ENED 6414.
This field experience is designed to provide the candidate with the opportunity to apply and reflect on concepts addressed in the corequisite course, ENED 6414. Candidates are placed in appropriate school settings where they carry out directed activities. Candidates spend approximately 22 hours per week in the field for three months. Candidates must complete a satisfactory practicum to continue in the MAT program without remediation.
Note A Criminal Background Check and Verification of Liability Insurance is required.
|
| |
-
ENED 6475 - Teaching Secondary English II 2 Class Hours 3 Laboratory Hours 3 Credit Hours
Prerequisite: ENED 6414 and ENED 6414L
Corequisite: EDUC 6300 and 66475L
Building upon knowledge and skills developed in ENED 6414, candidates continue to examine and apply curriculum issues, learning theories, teaching strategies, instructional materials and assessment procedures for teaching secondary school English/Language Arts in diverse classrooms. Includes a secondary school field experience in English teaching. Proof of professional liability insurance is required prior to school placement.
|
| |
-
ENED 6475L - Practicum III 0 Class Hours 18 Laboratory Hours 6 Credit Hours
Prerequisite: ENED 6414 and ENED 6414L
Corequisite: ENED 6475
This field experience is designed to provide the candidate with the opportunity to apply and reflect on concepts addressed in the corequisite course, ENED 6475. Candidates are placed in appropriate school settings where they carry out directed activities. Candidates spend approximately 40 hours per week in the field for 13 weeks. Candidates must complete a satisfactory practicum to continue in the MAT program without remediation.
Note A Criminal Background Check and Verification of Liability Insurance are required.
|
| |
-
ENED 8310 - Applied Theory and Research in Writing 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the Ed.D. in Adolescent Education English program and permission of the English Education Ed.D. Advisor.
Teacher leaders will read, analyze, and apply seminal and current research in the field of writing and composing to English/Language Arts teaching in P-12 or higher education settings. Teacher leaders will examine trends in the research; emerging themes, trends, and research designs; seminal studies in the fields of writing and teaching writing; connections among grammar study, teaching conventions, standards, and writing instruction as reflected in the research; and research-based applications of technology to writing and teaching writing. Attention will also be paid to research on grading and assessing writing, writing program assessment, teaching writing to speakers of English as a second language, curricular development in the field of writing, and to writing across the content areas for the purpose of enhanced student learning in school settings.
|
| |
-
ENED 8701 - Applied Research and Theory in Literature 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the Ed.D. in Adolescent Education English program and permission of the English Education Ed.D. Advisor.
Teacher leaders will read, analyze, and apply seminal and current research in the field of English/Language Arts Education, and design an applied research study related to English/Language Arts Education in P-12 and/or higher education settings. The project may be one that the teacher leader carries out in a workplace setting or may serve as a pilot study for the dissertation.
|
| |
-
ENED 8741 - Digital Media and Pedagogies in English/Language Arts Education 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the Ed.D. in Adolescent Education English/Language program and permission of the English Education Ed.D. Advisor.
Teacher leaders will read, analyze, and apply seminal and current research in the field of digital media and pedagogies as appropriate to English/Language Arts teaching in P-12 and/or higher education settings. Teacher leaders will examine trends in the research; emerging themes, trends, and research designs; seminal studies in the fields; connections among composing, reading, and digital media as reflected in the research; and research-based applications of technology to all aspects of English/Language Arts Education. Attention will also be paid to use of digital media and pedagogies for the purpose of enhanced student learning in school settings.
|
| |
-
ENED 8998 - Internship in English/Language Arts Education 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Approval of English Education Ed.D. Coordinator.
A supervised experience applying learning from graduate study in a professional context. Content for the course, including the syllabus and plans for assignments, will be developed by the student in collaboration with the supervising faculty member and the internship supervisor. A detailed proposal for the course must be submitted to the English Education coordinator of the Ed.D. English/Language Arts cohort and approved before a deadline established by the department’s program committee.
|
| |
-
ENED 9300 - Critical Issues for Student Learning 3 Class Hours 0 Laboratory Hours 3 (Repeatable) Credit Hours
Prerequisite: Admission to the Ed.S./Ed.D. program and permission of the advisor.
A doctoral seminar focused on analysis and problem solving of a current topic of vital concern relevant to teaching, leading and student learning in P-12 schools with a particular emphasis on the contexts of middle and secondary students, classrooms and schools.
|
| |
-
ENED 9350 - Doctoral Directed Study in English/Language Arts Education 1-9 (Repeatable) Credit Hours
Prerequisite: Admission to the Ed.D. and permission of the advisor.
Individualized and independent scholarly investigation and research of an important topic involving teaching, leading and student learning in elementary schools. The focus, content and expectations for this study will be formally established by the doctoral student and supervising professor.
|
| |
-
ENED 9375 - English/Language Arts Program Assessment 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the Ed.D. English Education program.
Teacher leaders will analyze the practical aspects of assessment concerns for English administrators at program, departmental, and district levels involving students, teachers, programs, and curriculum. Teacher leaders will investigate specific programs goals, implementation, curriculum, and assessment; how assessment methods influence implementation/instruction of program elements (and vice versa); and the strengths and weaknesses of common models of assessment. Teacher leaders will explore the different purposes of program assessment, including measures of student learning and professional evaluation of teachers; justification of budgetary decisions; and demonstration of learning in light of state and national mandates. Specific topics will include curriculum decision-making and design, reading and writing assessments, teacher needs and assessment, resource and budgeting issues, and public/community outreach and awareness.
|
| |
-
ENED 9400 - Designing and Conducting Research in English/Language Arts Education 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: ENED 8310, ENED 8391, 6 hours graduate research courses and permission of the Ed.D. English Education advisor.
Teacher leaders (graduate students enrolled in the course) will read, analyze, and apply seminal and current research in the field of English/Language Arts Education, and design an applied research study related to English/Language Arts Education in P-12 and/or higher education settings. The project may be one that the teacher leader carries out in a workplace setting or may serve as a pilot study for the dissertation.
|
| |
-
ENED 9900 - Dissertation 3-9 (Repeatable) Credit Hours
Prerequisite: Admission to Ed.D. program and 12 hours of graduate level research courses.
Course work supports and guides doctoral candidates in the implementation of their research and the development and defense of the dissertation. This format and structure will provide individual time with the Doctoral Committee and collegial and academic support from their peers.
Note Course may be repeated as necessary.
|
Finance |
| |
-
FIN 8020 - Business Finance 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the Coles MBA or MAcc program.
The study of financial management as it affects the value of the firm in a competitive business environment. The course focuses on capital investment strategies, cost of capital, rate of return, capital replacement, valuation, and risk taking. The emphasis is on how finance theory translates into practice.
|
| |
-
FIN 8320 - Advanced Corporate Finance 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: FIN 8020 or equivalent.
An advanced treatment covering both theory and practice of the major financial issues facing non-financial corporations.
|
| |
-
FIN 8330 - Investment Analysis 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: FIN 8020 or equivalent.
An introduction to the investment characteristics of individual stocks, bonds, and other financial assets. Techniques for analyzing their expected returns and risk, and strategies and techniques for combining them efficiently into portfolios are also studied.
|
| |
-
FIN 8340 - Fixed Income Securities 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: FIN 8020 or equivalent.
This course provides students with knowledge of fixed-income markets. The course covers the pricing and risk management of fixed-income securities, and an introduction to fixed-income derivatives. It also covers interest rate management, product fundamentals, and portfolio strategies. This course is a valuable preparation for students interested in taking the Chartered Financial Analysts (CFA) examination.
|
| |
-
FIN 8350 - Financial Markets 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: FIN 8020 or equivalent.
An analysis of the role of financial intermediaries and financial markets in facilitating the efficient financing of economic activity.
|
| |
-
FIN 8360 - Financial Management of Financial Institutions 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: FIN 8020 or equivalent.
This course considers the financial decision-making framework related to issues of capital acquisition and allocation faced by major types of financial institutions.
|
| |
-
FIN 8370 - Multinational Financial Management 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: FIN 8020 or equivalent.
An introduction to the concepts, institutions, and financial structure facing multinational firms and the consequent implications for financial decision making in a multi-currency environment.
|
| |
-
FIN 8380 - Real Property: Analysis and Investment 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: FIN 8020 or equivalent.
An analysis of the risk-return configuration, tax implications, and investment characteristics and uses of real property.
|
| |
-
FIN 8390 - Futures and Options 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: FIN 8020 or equivalent.
This course is an introduction to and exploration of futures and options markets. The development and operation of these markets, the description of relevant financial instruments and their pricing and applications are investigated.
|
| |
-
FIN 8900 - Special Topics in Finance 3 Class Hours 0 Laboratory Hours 3 (Repeatable) Credit Hours
Prerequisite: FIN 8020 or equivalent, permission of the instructor, and approval of the MBA program director.
Selected contemporary topics in finance of interest to faculty and students.
|
| |
-
FIN 9601 - Theory of the Firm and Capital Markets 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission into Coles DBA Program and completion of DBA 9001 and DBA 9003.
This doctoral course focuses on (1) the basics of the theory of the firm, (2) the functioning, structure, and foundations of the theory of capital markets, (3) the theory of investor’s choice, price formation, efficient markets, and asset pricing models such as Capital Asset Pricing Model (CAPM), and (4) the implementation and limitations of empirical models of CAPM for students whose research concentration is in accounting or finance.
|
| |
-
FIN 9602 - Empirical Research in Finance 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission into Coles DBA Program and completion of DBA 9001 and DBA 9003.
This course exposes students to research issues on contemporary financial reporting and research methodologies, to some extent, employed to examine the issues. The course will focus on capital market studies and the role of accounting information in the formation of capital market prices. The material to be covered is selected from leading journals and related literature.
|
| |
-
FIN 9608 - Concentration Doctoral Directed Study 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission into Coles DBA Program, completion of FIN 9601 and FIN 9602, and permission of the advisor.
Individualized and independent scholarly investigation and research of an important topic in business. The focus, content, and expectations for this study will be formally established by the doctoral student and supervising professor to provide the student in-depth knowledge of a research area within the student’s discipline. The culmination of the study will be a research project or literature review resulting in a publishable quality paper.
Note This course is repeatable for up to 9 total credit hours.
|
| |
-
FIN 9650 - Special Topics in Finance 1-3 (Repeatable) Credit Hours
Prerequisite: Admission to the DBA program and permission of the program director.
Selected contemporary topics in finance of mutual interest to doctoral faculty and doctoral students.
|
| |
-
FIN 9901 - Research Methods & Dissertation Design I 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission into Coles DBA Program and completion of FIN 9601 and FIN 9602.
This course serves as an introduction to writing the dissertation. In this course we focus on a variety of issues including how to pick your topic, developing a research design (including how data is to be collected and what methods are to be employed in analyzing the data), developing a research plan, the structure and design of the Coles DBA dissertation (including how practitioner papers differ from academic papers), writing an introduction, writing a literature review, writing up the methods and findings sections, and writing up a conclusion and implications section. Each topic is introduced through selected papers and students come prepared to present and discuss their own dissertation ideas. The course is conducted in coordination with the course professor and student’s research advisor.
|
| |
-
FIN 9902 - Research Methods & Dissertation Design II 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission into Coles DBA Program and completion of FIN 9901.
In this course students defend their dissertation proposal. In addition, a variety of topics are offered to help them complete their dissertations. Students in consultation with their major professor choose appropriate topics. They include experimental, survey, qualitative and secondary data collection methods, methods of data analysis including regression based statistics (including hierarchical regression), ANOVA and structural equation modeling. They also include writing topics such as writing an introduction, writing a literature review, how to write up the methods and findings sections, writing up a conclusion and implications section, and writing a practitioner paper. In prior consultation with their major professor, students choose among the offered topics as well as schedule a time to defend their proposal.
|
| |
-
FIN 9904 - Dissertation Research 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission into Coles DBA Program, completion of 12 hours of graduate level research courses, and permission of advisor.
Course work supports and guides doctoral candidates in the implementation of their research and the development and defense of the dissertation. This format and structure will provide individual time with the Doctoral Committee and collegial and academic support from their peers. Course may be repeated as necessary.
|
Foreign Language Education |
| |
-
FLED 7703 - Research in Second Language Acquisition 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the MAT program (Foreign Languages).
A survey of second language acquisition theory and current research. This course also explores the cognitive, affective, and biological mechanisms that underlie acquisition and their implications in the classroom. Includes observations of foreign language classrooms in elementary, middle, and high schools.
Note Proof of professional liability insurance is required for field experience.
|
| |
-
FLED 7708 - Curriculum and Assessment in Foreign Languages 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the MAT program (Foreign Languages).
Examines current best practices in curriculum design and assessment for foreign language learning. Focus is placed on standards-based instructional units and assessments that facilitate P-12 students’ achievement of program learning outcomes. The use of technology to support and enhance the curriculum and design assessments that are age and level appropriate is required. Includes observations of foreign language classrooms in elementary, middle, and high schools.
Note Proof of professional liability insurance is required for field experience.
|
| |
-
FLED 7710 - Teaching Foreign Languages I 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: FLED 7703 and FLED 7708.
This course focuses on understanding effective practices for teaching a foreign language to elementary and middle school learners. Students learn how to plan, implement, and sustain a standards-based foreign language program. Course requirements include observations of foreign language classrooms in elementary and middle schools.
Note Proof of professional liability insurance is required for field experience.
|
| |
-
FLED 7712 - Teaching Foreign Languages II 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: FLED 7703 and FLED 7708.
A multidisciplinary study of the migration history and cultural experience of the major Hispanic groups in the United States, including the portrayal of these groups in current events. Requires weekly field experiences.
Note Verification of liability insurance is required.
|
| |
-
FLED 7720 - Foreign Language Education Practicum II 0 Class Hours 40 Laboratory Hours 6 Credit Hours
Prerequisite: Approval of the FLED Graduate Committee.
This field experience is designed to provide candidates with an intensive classroom experience that includes planning, implementing, assessing, and adjusting instruction appropriate to the needs, abilities, and learning styles of all learners. Candidates are placed in appropriate school settings where they will have the opportunity to apply and reflect on concepts addressed in previous course work. This course requires approximately 40 hours per week in the field.
Note Verification of Liability Insurance is required.
|
| |
-
FLED 7730 - Foreign Language Education Practicum III 0 Class Hours 20 Laboratory Hours 3 Credit Hours
Prerequisite: FLED 7720.
Corequisite: FLED 7735.
This course is designed to prepare prospective foreign language teachers for development of instructional materials and implementation of effective teaching methods and management techniques. Candidates choose two field placements among elementary, middle and high school levels. This course requires approximately 20 hours per week in the field.
Note Verification of Liability Insurance is required.
|
| |
-
FLED 7735 - Professional Portfolio in Foreign Language Education 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Approval of the FLED Graduate Committee.
Corequisite: FLED 7730.
This course is the capstone experience for the Master of Arts in Teaching Foreign Languages. Candidates work independently under the supervision of the course instructor and the Graduate FLED Program Area Committee to design a standards-based electronic portfolio that documents the candidates development as a subject matter expert, a facilitator of learning, and a collaborative professional. The portfolio documents this progress as well as the candidates development as a teacher-researcher through presentation and analysis of the action research project.
|
Geography |
| |
-
GEOG 7100 - Geographic Information Systems for Administrators 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to graduate study.
This course is designed for administrators (not GIS managers) who wish to integrate a geographic information system into the operations of their local agency. Students will be introduced to basic GIS technology, but course emphasis is placed on conceptualizing and understanding how GIS can aid daily operations in administrative capacity. Guest lectures and specific case studies, including, planning and zoning, transportation, utilities, emergency services, taxation, and waste management, will be examined in class. Students at a minimum should be comfortable working in a Windows environment, have some experience working with databases, and be accomplished Internet users (ftp, browsing, etc.). No previous exposure to GIS or mapping is necessary.
|
| |
-
GEOG 7701 - Peoples of the World 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to graduate study in education.
Understanding diversity is the cornerstone of this course, which presents comparisons of human groups throughout the world in a geographic case study format, focusing on cultural, political, economic, and social themes. Students will develop culturally-focused and geographically-based lesson plan strategies and present their research in a seminar format. The use of international resources from academic and local communities adds to the advancement of disciplinary knowledge and cultural awareness.
|
| |
-
GEOG 7900 - Special Topics 1-9 (Repeatable, Regular Grades) Credit Hours
Prerequisite: Admission to graduate study in education and permission of advisor, instructor, department chair, and director, graduate study in education.
Special topics of interest to faculty and students.
|
| |
-
GEOG 7950 - Directed Study 1-9 (Repeatable, Regular Grades) Credit Hours
Prerequisite: Admission to graduate study in education and permission of advisor, instructor, department chair, and director, graduate study in education.
This course covers special topics external to regular course offerings.
|
Gerontology |
| |
-
GERO 6100 - Sociocultural Aspects of Aging 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Focuses on the social and cultural aspects of aging. Topics covered: demographic variables and trends, culture and socialization, social structure (family, politics, religion, work and retirement, education), social problems associated with aging (living arrangements, transportation, crime, abuse, health status, income), diversity among the aged population, issues of conflict, the health care system, programs and services, and death and dying.
Note Any KSU graduate student may register for these classes. Decisions concerning substitution of one or more of these courses for specific graduate degree requirements are made by the Program Director of the degree program.
|
| |
-
GERO 6200 - Health Care for Older Adults 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Designed to serve a variety of students who are interested in the health care of the aging adult. This course addresses the normal and psychopathological aspects of aging, treatment regimes, end of life issues, and health promotion strategies within the context of cultural perspectives.
Note Any KSU graduate student may register for these classes. Decisions concerning substitution of one or more of these courses for specific graduate degree requirements are made by the Program Director of the degree program.
|
| |
-
GERO 6300 - Psychology of Aging 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Psychological perspectives in the field of gerontology are presented. This course covers current psychological theory and research in aging as well as the practical application of these materials. The major topical areas covered include biological, cognitive, and psychosocial aspects of aging.
Note Any KSU graduate student may register for these classes. Decisions concerning substitution of one or more of these courses for specific graduate degree requirements are made by the Program Director of the degree program.
|
Graduate Business Administration |
| |
-
GBA 7010 - Institutional Excellence. 9 Class Hours 0 Laboratory Hours 9 Credit Hours
Prerequisite: GBA 7005
This course examines topics that form the basis for determining institutional excellence. The Lotus Notes/Learning Space distance learning platform continues to be incorporated this semester. The use of this technology serves as an extension of in-class time by providing associates the ability to discuss, with fellow associates and faculty, readings and issues pertaining to each on-campus weekend.
Note Families in Business EMBA program only
|
| |
-
GBA 7020 - Business Excellence. 11 Class Hours 0 Laboratory Hours 11 Credit Hours
Prerequisite: GBA 7010
This course examines topics that form the basis for determining business excellence. The Lotus Notes/Learning Space distance learning platform continues to be incorporated this semester. The use of this technology serves as an extension of in-class time by providing associates the ability to discuss, with fellow associates and faculty, readings and issues pertaining to each on-campus weekend.
Note Families in Business EMBA program only
|
| |
-
GBA 7030 - Product/Service Excellence 9 Class Hours 0 Laboratory Hours 9 Credit Hours
Prerequisite: GBA 7020
This course examines topics that form the basis for determining product/service excellence. The Lotus Notes/Learning Space distance learning platform continues to be incorporated this semester. The use of this technology serves as an extension of in-class time by providing associates the ability to discuss, with fellow associates and faculty, readings and issues pertaining to each on-campus weekend.
Note Families in Business EMBA program only.
|
| |
Page: 1
| 2
| 3
| 4
| 5
| 6
| 7
| 8
| 9
|
Search
Menu
Print this Page