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EDUC 484 - Supervised Student Teaching in the Elementary School
12 hours
Taken concurrently with EDUC 493 . Prerequisite(s): Senior standing, pass the Illinois Subject-Matter Knowledge test, approval by the Teacher Education Faculty Committee and appropriate methods courses. UG
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EDUC 485 - Supervised Student Teaching: All Grades
12 hours
Taken concurrently with EDUC 493 . Prerequisite(s): Senior standing, passing the Illinois Subject-Matter Knowledge test, approval by the Teacher Education Faculty Committee, and appropriate methods courses. UG
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EDUC 486 - Supervised Student Teaching in the Secondary School
12 hours
Taken concurrently with EDUC 493 . Prerequisite(s): Senior standing, passing the Illinois Subject-Matter Knowledge test, approval by the Teacher Education Faculty Committee, and appropriate methods courses. UG
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EDUC 487 - Supervised Student Teaching in the Middle Grades
12 hours
During this course, candidates will assume all responsibilities normally included in their cooperating teacher’s workload and will complete and submit the edTPA. An Olivet faculty supervisor will meet with each candidate during this semester at least five times to review lesson plans, pedagogical practices, and student progress, as well as to problem solve with teacher candidates as issues arise. Student teaching is taken concurrently with EDUC 493. Prerequisites include: Senior standing, passing score on the Illinois Content Area test, approval by the Teacher Education Faculty Committee, and required methods courses. Prerequisite(s): EDUC 493 UG
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EDUC 493 - Teacher Education Seminar III
3 hours
A continuation of EDUC 195 Teacher Education Seminar I and EDUC 394 - Teacher Education Seminar II , for candidates in the Olivet Teacher Education program, intended to be completed prior to or during the Student Teaching semester. Includes information updating the details of the Teacher Education program at Olivet, current state licensure and endorsement requirements, and demonstrating “proficiency” in the requirements for successful completion of Phase I, Phase II, and Phase III of the Education Teacher Performance Assessment (edTPA), by submitting and successfully achieving a passing grade on the completed edTPA, in order to become eligible for licensure by the State of Illinois. Prerequisite(s): Admission to the Teacher Education program and concurrent enrollment in Student Teaching, or permission of the Director of Teacher Education. UG
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EDUC 605 - The E.L.L. Student in the K-12 Mainstream: Accommodating through Awareness
3 hours
Whether instituted by federal, state, or local mandates, the inclusion of E.L.L. (English Language Learner) students into the U.S. K~12 mainstream is a reality within our schools. This course is designed to provide the K~12 mainstream teacher with two major skill sets: 1) the knowledge and tools necessary to accommodate the E.L.L. student’s English-language-learning needs inside and outside of the classroom; and 2) the teacher-leadership skills necessary to function in the capacity as both an educator and leader within the community, the family, the school, the classroom, and the profession.
The tools are practical; include components that allow for feedback regarding the on-going assessment of the tools themselves, and are utilized by the teachers, the student, and by the student’s family who are viewed as an extension of the classroom-learning environment. This course reaches beyond general TESL strategies by providing accommodations so the learner can attain English while studying in the content areas at school with supportive measures at home. Accommodation through awareness of cultural differences and similarities is the foundational theme upon which the tools are built. The workings of this topic are applied universally to the daily encounters the mainstream teacher, and the E.L.L. students and the family have with the student’s English-language-learning. This explorative theme will be implemented also into the areas of assessment, instructional principles and practices, and resources as they apply to accommodating E.L.L. students in the K~12 mainstream. This course includes a 10-hour practicum experience during which theory is applied to practice. Candidates must complete their practicum requirements in schools with a diverse population. GR
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EDUC 607 - Educational Research: Principles and Practices
3 hours
It is important that teachers are well-informed about current developments in their fields of expertise. In this course, the candidate will learn about designing and implementing an action research project that will be conducted within the classroom setting. This course will focus on the fundamentals of qualitative and quantitative research including design, methodology, literature review, data analysis and conclusions. The research topics will emerge from questions generated by in-class discussions, a broad review of the research on literacy, and discussions of theories related to literacy instruction. The culminating assignment will be a research proposal to be implemented and presented during the practicum. The content focus will be current issues, trends and organizational frameworks affecting education and the impact on teaching as well as learning and by what means they can be improved upon. GR
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EDUC 609 - Habits of Exemplary Teachers
3 hours
Exemplary teaching is a lifelong journey that requires an understanding of oneself, a constant refining of skills and practices, and a quest for information to enhance knowledge. The candidate explores his/her personal and professional philosophies of education through the analysis of classroom practice, learning style, and communication style. This course explores the pedagogical and curricular requirements for each level of learning and integrates theory and research-based practice. The candidate investigates the best strategies and methods to support student achievement at every level of student learning. GR
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EDUC 614 - Integrating Technologies
3 hours
Today’s teachers must have a working knowledge of how to integrate technologies into their teaching routines. This ‘hands-on’ course provides that knowledge. The course includes a review of technology trends in education and an overview of the uses of technology in today’s workplace. The candidate practices using technologies to create instructional resources for use in the classroom. Additionally, the candidate will learn the power of technology by actually ‘plugging in’ and communicating with each other, the instructor, and contacts worldwide through the Internet. GR
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EDUC 616 - Understanding Today’s Children
3 hours
This course explores the unique composite of K-12 students in today’s classroom. To develop the best learning environment and curriculum for student diversity, this information is foundation for effective teaching and student learning. The course will cover this diverseness through the study of ethnicity, race, gender, and socioeconomic status of K-12 students who are a part of the American education system. The topics that will be interconnected with these types of diversity include the impact of home, society and school on the youth’s attitudes and behaviors, and especially on academic behavior. GR
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EDUC 632 - Integrating the Curriculum
3 hours
The world in which we live is a global one which is characterized by the technological advancements, vast explosions of knowledge and changing societal and economic realities. In order for students in the United States to be able to compete in such a complex and ever-changing environment, educators must develop curriculum that encourages the intellectual preparation of our K-12 students to meet the challenges of this new and exciting world. This course will explore the interrelationship of the academic disciplines and how their integration can lead to a better intellectual understanding and growth of students in the classroom as well as in the world in which they live. The candidate, in the course, will examine instructional designs and how to use them in integrating curriculum. GR
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EDUC 646 - Applied Learning Theory
4 hours
This course examines applied learning theories and research. The candidate will be able to summarize and apply the basic tenets of the theories to his/her own area of specialization; use the appropriate vocabulary and concepts that have been developed by the educational theorists; apply the theories and concepts in a practical teaching setting; reflect upon the outcome; evaluate and design instructional strategies to meet the needs of the K-12 students in the classroom; and critique new ideas and proposals related to applied learning. GR
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EDUC 647 - Assessing for Student Achievement
4 hours
The purposes and methods of formal and informal assessment are introduced, and the direct relationship that assessment has to curriculum and instruction will be examined. The candidate will analyze, evaluate, modify and design assessments for specific content areas and purposes. The candidate will also align assessments to standards-based curriculum and instruction as a part of the design of instructional units and lessons. The course continues through the exploration of effective practices for record keeping, grading, and reporting, use of assessment data, and preparing K-12 students for testing. Issues related to accountability, planning, and collaboration will be addressed. GR
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EDUC 649 - Exceptional Learners
3 hours
One of the most challenging tasks facing teachers today is to substantially increase the achievement of exceptional learners. The central theme of this course is to help teachers, in the “regular classroom,” make a difference in the lives of K-12 students, who face limitations with the English language, and who have physical, mental, and/or emotional disabilities. The exploration of talented and gifted students is included. This course will provide specific instructional practices used in educating English language and exceptional learners at both ends of the educational continuum. The candidate will also be provided with step-by-step procedures on how to implement curriculum adaptations in the classroom. The candidate will develop an understanding of the legal and moral obligation of teachers and schools to meet the needs of all learners. GR
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EDUC 656 - Critical Issues in Education
3 hours
Issues of critical importance to teachers make the news almost every day. Teachers must work collaboratively in recognizing the issue(s) that impact teaching and learning, what foundational causes are present, and the solution(s) to restore the order of the educational environment. Understanding the arguments, pro and con, that drive these issues is part of what it means to be a professional educator today. This course is designed to assist CIED candidates in identifying issues in schools, researching the cause or causes, and developing possible solutions using the Approach to Critical Issue Solving. The candidates will also explore the concept of change and being a change-agent in the school. GR
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EDUC 696 - Creative Project/Practicum
4 hours
Practice is the best tool for learning. This course is designed to give curriculum and instruction candidates experiences in exemplary teaching, curriculum development, professional development, and leadership. The focus is on student and overall school achievement in a K-12 learning environment. In this course, candidates will complete and then present research findings from their research projects begun in EDUC 607 - Educational Research: Principles and Practices . GR
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EDUC 701 - Ethical Leadership Theory and Application
3 hours
This course provides a theoretical foundation for leadership in reform restructuring of schools. The leadership candidates will study Theory X and Theory Y as well as other organizational theories, change theory, culture and climate, motivational theory, action theory, models of decision making and goal setting. The concepts and techniques of Adaptive Leadership will also be taught. The candidates will apply their knowledge and skills in problem solving situations. GR
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EDUC 702 - School Law and Ethics
3 hours
This course examines school law from both a national and state perspective. Participants will examine relationships with board and other school leaders while developing a personal code of ethics and assess the school corporation’s ethics. Knowledge gained in the course will be applied by the use of actual case studies where knowledge will be applied. GR
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EDUC 703 - School Finance and Operations
3 hours
Participants will examine both building level budgets and corporation budgets and how they interact and overlap. The course will examine line and staff responsibilities as well as the ethical building leader’s responsibilities in overseeing the general operation of a school building. GR
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EDUC 714 - Cultivating Student Achievement
3 hours
Instructors will provide opportunities for application of assessment of both students and staff. Specific data analysis techniques and application of the analysis will allow participants to apply the knowledge of skills and knowledge acquired in the course. All materials in the course will be directed to specifically demonstrate the ability to improve student achievement using specific data driven decision making. GR
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EDUC 715 - Collaboration with the School Community
3 hours
Participants through the leadership of the instructor will examine community resources and how they can be utilized in a school setting to enhance and improve student achievement and the culture and climate of the school. The participants should be more knowledgeable of the diverse student populations and the needs of all students through activities designed in this course. GR
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EDUC 721 - Practicum in Ethical Building Leadership
6 hours
The internship for EBL will begin with the first course and continue through the entire EBL experience. The participants will be expected to complete required activities throughout the internship to show evidence they will address every standard and element to become an ethical building principal. Participants will be primarily responsible for initiating activities and experiences in addition to those mandated by the course. Periodic visitations from university mentors will take place as well as at least two seminars where all participants will interact with each other. Various means of assessment will assure the practicum is meaningful. GR
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EDUC 726 - Evaluation and Analysis of Educational Programs and Data
3 hours
Participants in this course use authentic school improvement data to develop an understanding of and capabilities to conduct needs assessment and to use qualitative and quantitative data to inform school improvement planning decisions. Assessment of activities, including multiple techniques for gathering and analyzing data, and reporting processes are included in the course. GR
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EDUC 727 - Foundations of School Improvement
3 hours
Instructors model strategies for successful development, implementation, and communication of a shared vision for school improvement. Theoretical concepts and current relevant research relating to collaborative development of leadership in others, team building, motivating staff, initiating, managing, and evaluating the change process are examined in this course. GR
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EDUC 729 - School Law and Ethics
3 hours
This course focuses on the legalities and ethical decision making required by local, state and federal law as it pertains to education. A professional and personal code of ethics is discussed. A review of the legal system provides a foundation for the exploration of the historical and current perspectives of case law that continue to mold public education in the United States. The law cases cover issue in education: church and state, student attendance, the instructional program, student rights, rights of disabled children, student discipline, desegregation of public schools; certification, contracts and tenure, teacher rights and freedoms; and collective bargaining. Teacher and administrator liability in child abuse cases, sexual harassment and medical situations influencing policy development and working with local school governing boards or councils are emphasized. GR
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EDUC 730 - School Finance and Operations
3 hours
The fiscal foundation of public school systems in the United States and the system of local, state and federal taxation are studied to gain a better understanding of school funding allocation. State funding formulas are examined, focusing primarily on the funding process for Illinois school districts. The federal and state grant funding sources and the process of application is reviewed. Budgeting at the district and building levels is emphasized. GR
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EDUC 731 - Governance for School Improvement
3 hours
Prepares the leadership candidate for the nature of leadership and how schools work as political systems: local, state, and federal. The candidate will also learn the policy making process, how public values and issues shape school policies, how political power shifts can impact a school, new administrative roles and understanding the promises and pitfalls in order to be successful. GR
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EDUC 732 - School and Reform Restructuring
3 hours
Provides a theoretical foundation for leadership in reform restructuring of schools. The leadership candidate will study Theory X and Theory Y as well as other organizational theories, change theory, culture and climate, motivational theory, action theory, models of decision making and goal setting. The concepts and techniques of Adaptive Leadership will also be taught. Contemporary school reform and restructuring efforts will be investigated. The candidate will apply his or her knowledge and skills in problem solving situations from authentic reform initiatives and as school-based projects. GR
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EDUC 733 - Collaboration with the School Community
3 hours
Schools as social systems with various partners such as parents, community leaders (political and non-political), law enforcement, social service agencies, businesses and higher education institutions are examined. The roles of these partners are discussed, along with their effect on the public’s confidence in the school systems. Providing public forums; methods of assessment to solicit community concerns, expectations, input and feedback; and public relations strategies that can be used to further the planning and implementation of school community programs are among topics covered. Using research, practices found effective in involving the community as a resource for successful school improvement implementation are examined. Emphasis is placed on the development of a school community that collaboratively educates all children. GR
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EDUC 736 - Productive School Leadership
3 hours
Focuses on the development of a productive school improvement leader, which includes blending effective and moral leadership principles in the foundation of a personal leadership style; applying communication patterns with the various groups of the school constituency to create a positive and safe school culture; and how to engage in ethical and collaborative decision making practices to address the needs of a changing school community. GR
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EDUC 737 - Cultivating Student Achievement
3 hours
School improvement leaders will improve skills to: (1) apply theories and models of instructional supervision; (2) implement collaborative approaches for the development of instruction and standards-based curriculum improvement for the benefit of student achievement; and (3) model reflective practices that will be the basis for developing professional learning communities that foster the accommodation for student needs, cultural awareness, gender sensitivity, community collaboration, and racial and ethnic appreciation. The stages and approaches for continual teacher growth such as induction, mentoring, peer coaching, and formative and summative evaluation processes are examined. GR
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EDUC 742 - Historical and Philosophical Foundations of Education
2 hours
The candidate is introduced to the organization, development, and critical issues of American education. EDUC 742 focuses on American education in light of historical, philosophical, and theoretical models from past centuries and how each has impacted today’s educational thought and practiceThis course incorporates major issues, including at-risk students, parental involvement, classroom management, multiculturalism, integration of technology, and curriculum integration. The candidate begins the process of articulating a personal teaching philosophy by studying the great masters of educational philosophy and how they impacted the modern educational system. Critical thinking will be encouraged as candidates discuss, research, and articulate a world view of education, mobile classrooms, online education, and modern technology. At the culmination of this course the candidate should be well grounded in the foundation and framework of the educational system, both past and present. GR
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EDUC 743 - Human Development and Learning
2 hours
This course introduces the candidate to the field of educational psychology and child development theories and practices. It is an interactive course in which the candidate learns and practices skills related to both the cognitive and affective domains as well as the social aspects of education. The candidate participates in a series of activities designed to stimulate thinking and encourage the application of appropriate human development and learning knowledge. The candidate will start the first of four field experiences (Field Experience I) during this course. GR
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EDUC 748 - Educational Technology
3 hours
This course is an introduction to the wide array of technology concepts, resources, principles, and techniques and their relationship to teaching, learning, and research. It includes discussions of the impact of these concepts on teachers and K-12 students in the classroom of the 21st century, including their impact on students with exceptionalities and at-risk; parent involvement, classroom management, multiculturalism, and integration of curriculum. The candidate will develop a plan for integrating technology in the classroom, as well as prepare technology-integrated products, and a WebQuest. GR
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EDUC 749 - Teaching Diverse Populations
3 hours
This course is an introduction to the fields of multicultural education and special education, including the psychology and identification of exceptionality (including, but not limited to, students with learning disabilities), differences in approaches to learning styles, multiple intelligences and performance modes, cultural differences, and methodologies for working with diverse populations in the school community. An emphasis is placed on specific strategies for adapting instruction and current practices designed to assist classroom teachers in meeting the needs of all students in the regular education setting. GR
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EDUC 750 - General Methods/Curriculum, Instruction, and Assessment
3 hours
The purpose of this course is to introduce and prepare the candidate to effectively select curriculum aligned with the Common Core and Illinois Learning Standards, plan instruction, assess learning, and reflectively analyze practice. The course covers each area from a generalist perspective. As the candidate progresses through the MAT methodology course sequence, he or she will couple enhanced knowledge with the refinement of skills acquired in this course specifically suited for teaching at the elementary, middle and secondary levels. The candidate will begin Field Experience II, the second of four, during this course. GR
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EDUC 751 - Instructional Planning and Delivery/Classroom Management
3 hours
This course provides candidates an opportunity to study contemporary learning theories and individual learning styles in the context of curricular planning, especially for teaching in the middle school. It includes a survey of alternative models of teaching, including inductive thinking, concept attainment, lecture, cognitive growth, and others. The course presents a survey of current learning style theories and examines the relationship of learning styles to teaching behavior, methods, curriculum, and materials. It explores the implications of learning style concepts and suggests strategies for accommodating learning styles in the classroom. Participants are involved in developing, executing, and evaluating instructional activities. A large portion of the class discussion and application focuses on classroom management techniques. GR
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EDUC 753 - Content Teaching Methods: Secondary Education
4 hours
This course explores secondary education concepts, theories, principles, and techniques and their relationship to teaching and learning. This course includes the impact of these concepts, theories, principles, and techniques on teachers and grade level learners 6 through 12 in the classroom. The candidate will learn, specifically for his or her content, how to effectively use and implement the Olivet lesson plan format complete with standards and objectives alignment; pre- and post-assessment of learning; and evidence through analysis of formal and/or informal data that learning occurred. The candidate should begin Field Experience III and IV during this course. Corequisite(s): should be taken concurrent with EDUC 758 . GR
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EDUC 754A - Elementary School Reading
2 hours
The elementary teacher candidate will develop the understanding that the reading process is a broad continuum ranging from emergent literacy to reading across the curriculum in content areas. The course is designed to present the most current best practices in reading instruction, and to help the candidate master skills, strategies, and approaches appropriate for a balanced literacy program that integrates essential skill development, strategy instruction, literature study, and authentic reading and writing experiences. The foundational instructional approaches feature a broad scope of the knowledge of strategies for teaching including: phonemic awareness/phonics, fluency, text comprehension, vocabulary development, literature circles, and reading-writing in specialized content areas for advanced readers. The candidate must complete Field Experience III and Field Experience IV by the conclusion of this course. GR
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EDUC 754B - Secondary/Middle/K-12 School Reading
2 hours
The middle school and secondary education teacher candidate will develop the understanding that the reading process is a broad continuum ranging from emergent literacy to reading across the curriculum in content areas. The course is designed to assist the candidate in recognizing literacy problems and offering strategies that will aid middle, secondary, and K-12 students in their quest to become skillful in the areas of reading. The foundational instructional approaches feature a broad scope of the knowledge of strategies for teaching including: fluency, text comprehension, vocabulary development, and reading-writing in specialized content areas for advanced readers. The candidate must complete Field Experience III and Field Experience IV by the conclusion of this course. GR
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EDUC 755 - Content Teaching Methods: Elementary Language Arts/Social Studies
2 hours
Knowledge of and practice in using effective instructional strategies for teaching language arts and the social studies curriculum will be expanded, as well as evaluating student achievement in a variety of ways. Professionalism is the emphasis as the candidate seeks to continue his or her professional growth to develop behaviors expected of teachers. The candidate will be expected to demonstrate attitudes and habits of teaching with a student-centered focus, which is critical to the success of the student-teaching experience. The candidate should begin Field Experience III and IV during this course. GR
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EDUC 756 - Content Teaching Methods: Elementary Math/Science
2 hours
Effective instructional strategies for teaching language arts and the social studies curriculum, as well as evaluating student achievement in a variety of ways, are learning goals for this course. Professionalism is the emphasis as the candidate seeks to continue his or her professional growth to develop behaviors expected of teachers. The candidate will be expected to demonstrate attitudes and habits of teaching with a student-centered focus, which is critical to the success of the student-teaching experience. GR
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EDUC 758 - Content Teaching Methods: K-12 Education
4 hours
This course explores K-12 education concepts, theories, principles, and techniques and their relationship to teaching and learning. Included is the impact of these concepts, theories, principles, and techniques on teachers and grade level learners K through 12 in the classroom. The candidate will learn, specifically for his or her content, how to effectively use and implement the Olivet lesson-plan format complete with standards and objectives alignment; pre- and post-assessment of learning; and evidence through analysis of formal and/or informal data that learning occurred. The candidate should begin Field Experience III and IV during this course. Corequisite(s): should be taken concurrently with EDUC 753 . GR
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EDUC 766 - Multi-Ethnic Experiences
1 hour
Provides the candidate an opportunity to experience working with diverse community groups in various settings. The course outlines what the candidate may do within a community to fulfill the requirements of participating in a multi-ethnic experience and allows him/her to develop a deeper understanding of the community and its diverse population. The experiences, which must be approved prior to participation, range from working with senior citizen groups to working with community-based programs for children and young adults. This service learning-based course assists the candidate with connecting schools to the community and the community to students. GR
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EDUC 767 - Early Adolescent Psychology
3 hours
The candidate will gain an understanding of the mental, physical, emotional, and social characteristics of early adolescents. In addition, he/she will study issues that have an impact on the adolescent’s educational development and improve conceptual understanding of the purpose, curriculum, and special programs in middle-school. GR
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EDUC 768 - Middle-School Methods
3 hours
The candidate will develop an understanding of middle school education theories, teaching pedagogy, and cognitive processes. A major focus is forming interdisciplinary unit plans across curriculums. The candidate will be able to make a connection between adolescents and the best methods to enhance their learning, including instructional planning and delivery. Characteristics and issues associated with teaching at the middle school level will be addressed throughout this course. Includes teaching reading in content areas. GR
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EDUC 773 - Foundations of Reading
4 hours
The READ candidate will have a thorough understanding and framework concerning the foundational theories, process, and methodologies impacting reading instruction required for today’s diverse K-12 student population. To understand current reading theory and the historical foundation; the candidate will explore the increasing complexities of current thought within the discipline, including implementation of the Common Core State Standards. The impact of technology, as well as multicultural factors, will be explored in depth throughout the course. The candidate will reflect upon personal beliefs about reading and reading instruction in conjunction with the examination of current research and related introspection. GR
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EDUC 774 - Content Area Reading
4 hours
Enduring reading comprehension of discipline-related text including core textbooks and non-fictional materials requires a specific set of strategies. Key components include: motivation, knowledge of language development and its relation to reading, recognizing how cultural and ethnic diversity impacts reading and modeling. This course will explore the differences in discipline-specific text and other non-fiction genre and concomitant strategies that individuals, proficient in these areas, demonstrate. Common Core State Standards will be addressed. The topics include pre-reading, during reading, and post reading; vocabulary development strategies, writing to learn, and study skills. GR
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EDUC 775 - Assessment/Diagnosis of Reading Problems
4 hours
Accurate assessment and diagnosis guides the curriculum and instruction in the classroom. It also enables the classroom teacher to be more effective. The READ candidate engages in the examination of the major principles of assessment; basic test construction, administering and interpreting test results, and practice in using assessment to drive instruction. The candidate will also develop an understanding of norm-referenced testing and how such a test can be used in establishing student objectives and performance outcomes. Trends in dealing with students who struggle with language and literacy pursuits, instructional techniques, special materials, and evaluative devices will be explored. This course includes Clinical Experience I, which is a 15-hour practical experience in administering, evaluating, and applying results gathered from reading assessments. GR
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EDUC 776 - Developmental/Remedial Reading Instruction/Support
4 hours
This course is designed to acquaint the READ candidate with a wide range of instructional practices, approaches, and methods for K-12 students at different stages of development in reading. Programs and strategies for correcting reading problems; related literature and research; and techniques for accommodating the cultural and linguistic differences of students will be presented. Current practices in Literacy Professional Development and Literacy Coaching will be explored. The candidate will be introduced to current technology which can be used to facilitate the remediation process as well as reading and writing instruction. This course includes Clinical Experience II, which is a 15-hour practical experience in the development, implementation, and evaluation of reading instruction. GR
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EDUC 777 - Developmental/Remedial Materials and Resources
4 hours
This course prepares the READ candidate to design, revise, and implement a reading curriculum for an individual student and in conjunction with the classroom teacher to improve and/or enhance reading proficiency. The candidate will understand how to use techniques in detecting cultural and gender bias when conducting a textbook/reading materials selection process. The candidate will also understand how to select ability/age appropriate materials designed for students with special needs and/or linguistic differences, and reader reliability technological tools. Additionally, the candidate will develop an understanding of the composition, purpose of special reading programs: early intervention, summer school, and after school programs. A major component of this course will be the importance of developing partnerships to create a synergy among school, home, and community that will enhance the reading levels of students. This course includes Clinical Experience III, which is a 15-hour practical experience in identifying, selecting, and utilizing of reading materials and resources. GR
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EDUC 778 - Literature and Resources for Children and Youth
4 hours
Introduction to genres of children’s and young adult literature. Embracing the Common Core State Standards, the course includes methodology in the use of websites and a wide range of high-quality multicultural literature for all grade levels. Technology will be utilized in learning to locate, evaluate, and use literature applicable for K-12 students of all abilities, ages, and ethnic backgrounds. The candidate will gain a thorough understanding of how cultural, linguistic, and ethnic diversity influences reading, as well as the relationship between vocabulary development and reading comprehension. The course also includes strategies for modeling and sharing the value of reading and writing for actual, real-life experiences, instilling the concept of becoming lifelong learners. GR
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EDUC 779 - Methods of Educational Research
4 hours
The reading specialist candidate will learn to design and implement an action research project that will be conducted and presented during EDUC 780 - Creative Project/Practicum. The course will focus on the fundamentals of qualitative and quantitative research including design, methodology, literature review, data analysis and conclusions. The research topics will emerge from questions generated by in-class discussions, a broad review of the research on literacy, and discussions of theories related to literacy instruction. Content focus will be current issues, trends, and organizational frameworks affecting education, specifically the impact on reading literacy, and methods for improvement. GR
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EDUC 780 - Creative Project/Practicum
4 hours
A seminar-type practicum for the reading specialist candidate, which requires completion of minimum twenty-five (25) clock hours experience in a school setting. The content of the project/practicum will be based on the research proposal presented in EDUC 779 . The implementation of that proposal will result in a project study, which will be presented and critiqued at a K-12 school level at a teacher in-service, grade level or department meeting, administrators’ meeting, school improvement committee meeting or the meeting of any group responsible for reading instruction in the school community. GR
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EDUC 900 - Intrapersonal Leadership
5 hours
Introduces a holistic model that includes four major areas of personal development that contribute to effective leadership: spiritual leadership, physical leadership, emotional leadership, and cognitive leadership. Course participants analyze their own character and competence as leaders with the goal of maximizing their personal leadership effectiveness. GR
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EDUC 901 - Research Theory: Principles and Methods
5 hours
Doctoral-level learners will be introduced to the field of research, research design, and research methods. Standards and practices for conducting and completing valid and reliable research studies will be covered (e.g., quasi-experimental designs, qualitative measures). Emphasis will be given to a study of innovative, applied research practices. Learners will examine ethical issues and dilemmas in leadership research and practice. GR
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EDUC 902 - Leadership Paradigms
4 hours
Analysis of the history, ideas, and theories of leadership, including significant issues and ethical dilemmas that have confronted leadership throughout historical periods. Through this analysis, leadership from various disciplinary perspectives is examined and one’s own philosophy of ethical leadership is clarified. GR
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EDUC 903 - Research: Methods and Techniques I
5 hours
An extension of the various methods used to conduct doctoral-level research studies whose emphasis will be a study of innovative, applied research practices, designs, and methods. Standards and practices for completing research studies will be further discussed and refined, particularly as they apply to the learner’s identified research question(s). GR
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EDUC 904 - Interpersonal Leadership
5 hours
Building on the foundation laid in Intrapersonal Leadership Development, this course is the natural extension from studying individual behavior and effectiveness to analyzing routine group or team behavior and leadership effectiveness. Utilizing a team-based learning culture, the course design will simulate real-life team building processes. GR
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EDUC 907 - Policy, Politics, and Social Action
4 hours
Elements of public policy, politics, and social action and their impact on ethical leadership are examined. Leadership never occurs in a vacuum. Leaders must be attuned to the nuances and ramifications of actions both personal and professional. In this course, the leaders will examine competing paradigms and explore the many dimensions of policy, politics, and social action. Ethical leaders positively impact their sphere of influence throughout their professional careers. GR
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EDUC 908 - Research: Methods and Techniques II
5 hours
Technology based statistics will provide students with the background required to analyze data and correctly interpret results found through doctoral-level research. Appropriate measures for the analysis of data through the application of statistical processes and/or qualitative measures will be emphasized. Areas of study include probability, randomization, variables, normal distribution, t-distribution, chi-square distribution, F distribution, confidence intervals, hypotheses testing, and correlation. Students will be introduced to SPSS applications for statistical analysis. Students will also explore sound qualitative research analysis and reporting measures. GR
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EDUC 909 - Leading Change
4 hours
Since organizational change in the 21st century is inevitable, today’s leaders need to be proactive and forecast the needs of the organization for the short-term, the intermediate, and the long-term. Leaders are primarily change agents to influence a shared vision for the future. In this course, the candidate’s knowledge base of organizational theory will be expanded through in-depth literature review, which will offer new insights into responding to internal as well as external pressures for change. The candidate will learn to identify changing circumstances in society, as well as globally and also be cognizant of any legal issues that might impact on decisions for change. Transforming subjective perceptions is crucial to successful innovation and the key objective to change. Each of these decision points will be within the ethical framework. GR
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EDUC 910 - Covenant Leadership
4 hours
Leadership goes beyond those predictable and even trite behaviors normally chronicled in the leadership literature. Leadership is all about being. A major tenet of the Christian faith suggests that the message of Gospel propels us to go beyond the “norm” in leadership activity. In this course, leaders will demonstrate they are capable of understanding the exercising the “best” of both contractual as well as covenant leadership. The purpose of this course is to help one develop into a graceful leader - one who is bold, but not ego-filled. GR
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EDUC 911 - Dissertation
1-3 hours
A field-based, practice-centered inquiry, which consists of comprehensive action research of significant importance. The dissertation attests to the learner’s understanding of an issue and ability to conduct action research related to the improvement of professional practice from which others benefit. This is the most rigorous portion of the Ed. D. in which learners are expected to demonstrate the highest standards of scholarship and inquiry. The dissertation is comprised of four written chapters consisting of a proposal (introduction), a literature review, methodology, findings, and conclusion. Students must register for this course throughout the doctoral program for a total of 12 credit hours. GR
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EDUC 913 - Leadership, Management and Strategic Planning
4 hours
Explores organizations in holistic ways to assist leaders in understanding and utilizing a comprehensive view of a strategic thinking, strategic management and systems theory by developing an ethical approach in organizations for leadership development. GR
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EDUC 914 - Ethical Issues in a Contemporary Society
3 hours
Ethical issues for effective leadership in organizations are analyzed. Learners will develop skills and perspectives in moral reasoning, and apply them to various aspects of leadership, including personal life, business associations, civic responsibility, legal implications and global citizenship. GR
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ENGR 101 - Engineering Design I
3 hours
An introduction to university-level engineering studies, the engineering profession, engineering graphics, and the engineering design process. Principles of academic success; professionalism; teamwork; technical graphics; and engineering drawings. Computer-Aided design using Creo Parametric and AutoCAD. Hands-on design projects. Every fall. Prereq/Corequisite(s): MATH 131 or higher. Lecture and lab UG
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ENGR 102 - Engineering Design II
3 hours
Continuation of Engineering Design I. Advanced use of computer-aided analytical and graphical design tools, including Creo Parametric and Excel for technical analysis. Terminology and tools for the engineering design process, teamwork, and project management. Graphical and analytical design projects. Prerequisite(s): ENGR 101 Prereq/Corequisite(s): MATH 147 UG
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ENGR 107 - Computational Engineering
3 hours
Fundamentals of computers and computer programming emphasizing elementary engineering numerical analysis and matrices. Matlab™ and C/C++ programming tools. Every semester. Laboratory experience UG
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ENGR 210 - Thermo-Fluids Engineering
3 hours
An introduction to thermal engineering topics for the non-mechanical engineering student. Properties of substances; system and control volume analyses; First and Second Laws; energy and momentum balances; internal & external flows; heat conduction, convection, and radiation; heat exchangers. Offered every spring. Prerequisite(s): CHEM 103 and PHYS 202 . UG
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ENGR 211 - Statics and Mechanics of Materials
3 hours
Introduction to fundamental mechanics applications of vector calculus; analysis of force systems; equilibrium of two- and three-dimensional systems; trusses, frames, friction; introduction to virtual work; centroids and area moments of inertia; relationship between internal stresses and deformations produced by external forces acting on simple elastic structures; normal and shear stresses and deformations produced by tensile, compressive, torsional, and bending loading of members; states of stress and failure; deflection of beams; elastic strain energy and impact loading; analysis of composites; stability and buckling of columns. Offered every fall. Prerequisite(s): PHYS 201 . UG
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ENGR 215 - Dynamics
3 hours
Introduction to engineering dynamics; kinematics and kinetics of three-dimensional motion of particles, systems of particles, and rigid bodies; translating and rotating reference frames, space mechanics; work-energy, impulse-momentum, and impact problems; introduction to vibrations; topics in matrix algebra, MATLAB applications, numerical methods, and dynamic system modeling and design. Offered every spring. Prerequisite(s): ENGR 211 . UG
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ENGR 220 - Electrical Circuits & Systems
3 hours
Basic principles of electric circuit analysis and digital electronic circuits. Kirchoff’s laws, loop and nodal analysis, transient analysis, steady state sinusoidal analysis, transformers, operational amplifiers, semiconductor devices and physics, digital logic gates and analog to digital conversion. Offered every semester Prereq/Corequisite(s): PHYS 202 UG
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ENGR 221 - Digital Systems
3 hours
Design of digital circuits with logic gate integrated circuits and microcontrollers. Binary arithmetic and codes, Boolean function simplification, combinational and sequential logic circuits. Offered every fall. Corequisite(s): computer programming experience. Laboratory experience. UG
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ENGR 222 - Electric Circuit Analysis
3 hours
Principles of linear electric circuit analysis. Kirchoff’s laws, nodal and loop analysis, superposition and source substitution, dependent sources, operational amplifiers, transient analysis, Laplace transform analysis, steady state sinusoidal analysis, steady state power analysis, polyphase circuits and transformers. Offered every spring. Corequisite(s): Prereq/Corequisite(s): MATH 357 , PHYS 202 UG
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ENGR 235 - Introduction to Environmental Engineering
3 hours
Sources, characteristics, transport, and effects of air and water contaminants; biological, chemical, and physical processes in water; atmospheric structure and composition; unit operations for air and water quality control; solid waste management; environmental quality standards. Offered every fall. Prerequisite(s): CHEM 103 . UG
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ENGR 241 - Microprocessors
3 hours
Fundamentals of microprocessors. Internal organization, microprocessor instruction sets and microprocessor interfaces into larger systems. Offered every spring. Prerequisite(s): ENGR 221 . UG
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ENGR 251 - Transportation Planning & Analysis
3 hours
Analysis and design of solutions to transportation problems; introduction to selected operations research and statistical analysis techniques; use of case studies in urban transportation, intercity passenger transport, and freight movements. Offered spring of odd years. Prerequisite(s): ENGR 211 UG
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ENGR 255 - Introduction to Architectural Engineering
3 hours
An introduction to architectural engineering by examining and comparing different construction methods highlighting the advantages and disadvantages of each. Also an overview of the different building systems involved in building design and their respective engineering disciplines (electrical, mechanical, civil, plumbing, structural, etc.). Offered every fall. Prerequisite(s): ENGR 102 . UG
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ENGR 311 - Material Science
4 hours
Structure, properties, and processing of metallic, polymeric, ceramic, composite and semiconductor materials. Perfect and imperfect solids; phase equilibria; transformation, kinetics; mechanical behavior; material degradation. Offered every fall. Prerequisite(s): PHYS 201 , CHEM 103 , ENGR 211 . Laboratory experience. UG
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ENGR 312 - Thermodynamics
4 hours
Introduction to classical thermodynamics through the second law; system and control volume analyses of thermodynamic processes; entropy and irreversibility; relations among thermodynamic properties; and introduction to power and refrigeration cycles. Offered every fall. Prerequisite(s): PHYS 202 , MATH 148 , and CHEM 103 . Lecture and lab. UG
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ENGR 314 - Computer Aided Engineering
3 hours
Numerical methods for engineering analysis. Linear systems, numerical errors, numerical differentiation and integration, solution of differential equations, finite difference methods, Galerkin-finite element method. Projects using commercial finite element software. Offered every fall. Prerequisite(s): ENGR 101 , ENGR 107 , ENGR 211 . Prereq/Corequisite(s): MATH 357 UG
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ENGR 315 - Fluid Mechanics
3 hours
Fluid properties; fluid statics, continuity, momentum, and energy principles, laminar and turbulent flow, boundary layers, dimensional analysis and similarity, flow in ducts and tubes, lift and drag, turbomachinery. Offered every spring. Prerequisite(s): MATH 357 , ENGR 312 . UG
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ENGR 321 - Digital Electronics
3 hours
Design and analysis of circuits containing diodes, BJTs, and MOSFETs with emphasis on logic device implementations. Offered every fall. Prerequisite(s): ENGR 222 . Prereq/Corequisite(s): ENGR 221 UG
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ENGR 322 - Analog Electronics
4 hours
Analog signal processing techniques. Passive and active filters, operational amplifiers and transistor amplifiers. Offered every spring. Prerequisite(s): ENGR 222 . Laboratory. UG
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ENGR 323 - Automatic Controls
4 hours
Operational techniques used in describing the behavior of dynamic systems. Elements of modeling, equilibrium and linearization, Laplace transformation techniques, system response via the transfer function, block diagrams and computer simulation, matrix operations, system response via state variables and stability. Offered every spring. Prerequisite(s): ENGR 215 , MATH 357 and ENGR 220 or ENGR 222 . Laboratory experience. UG
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ENGR 335 - Engineering Sustainability
3 hours
Overview of sustainable engineering principles. Relationship to existing standards and practices. Specific topics include water treatment and management and building design and construction. Leadership in Energy and Environmental Design (LEED) methodology is covered. Offered spring of even years. Prerequisite(s): ENGR 210 , ENGR 235 . UG
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ENGR 336 - Air Pollution Control
3 hours
Study of the formation and control of air pollutants and the effect on humans and the environment. Introduces regulatory framework and current and future technologies. Offered spring of odd years. Prerequisite(s): ENGR 210 , ENGR 235 . UG
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ENGR 341 - Embedded Systems
3 hours
Principles and practices of modern embedded systems design. Input and output systems, timers, interrupt processing, communications protocols, sensors and actuators. Appropriate selection of system components. Programming in C and assembly language. Offered every fall. Prerequisite(s): ENGR 221 . UG
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ENGR 351 - Structural Analysis
3 hours
Introduction to the principles of structural analysis with an emphasis on its application to building systems and building design. Offered every fall. Prerequisite(s): ENGR 211 . UG
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ENGR 352 - Structural Steel Design
3 hours
Application of the techniques from ENGR 351 to the area of using structural steel in building design. Offered spring of even years. Prerequisite(s): ENGR 351 . UG
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ENGR 353 - Reinforced Concrete Design
3 hours
Application of the techniques from ENGR 351 to the area of using reinforced concrete in building design. Offered spring of odd years. Prerequisite(s): ENGR 351 . UG
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ENGR 354 - Introduction to Soil Mechanics
3 hours
A focus on the fundamental properties and behavior of soils as engineering materials including the following topics: Introduction to the nature and origin of soil and rocks; engineering classification of soil; soil compaction; permeability and seepage, engineering behavior and properties of soils; compressibility; shear strength of soil; lateral earth pressure; and soil-bearing capacity for foundations. Also includes various laboratory tests to determine the characteristics and mechanical properties of soil according to the procedures and standards set by the American Society for Testing and Materials (ASTM). Offered fall of even years Prerequisite(s): ENGR 211 . UG
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ENGR 355 - Building Information Modeling
3 hours
An introduction to Building Information Modeling (BIM) using the Revit® modeling software package from AutoDesk. Offered every spring. Prerequisite(s): ENGR 255 . UG
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ENGR 356 - Collection & Pumping of Water & Wastewater
3 hours
Design basics of sanitary and potable water conveyance systems. Includes the hydraulic design and analysis of both gravity and pressure systems, along with the use of pumping in these systems. Offered spring of even years. Prerequisite(s): ENGR 210 , ENGR 235 . UG
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ENGR 361 - Material and Energy Balances
4 hours
Fundamentals of material and energy balances on reactive and non-reactive chemical processes. Efficient means of calculation and computer simulation along with presentation techniques are emphasized. The concepts of vapor pressure, humidification, and First Law analysis are stressed. Prerequisite(s): CHEM 104 , MATH 147 , PHYS 201 . UG
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ENGR 381 - Operations Management
3 hours
Introduction to deterministic optimization modeling and algorithms. Emphasis on formulation and solution of linear programs, networks flows, and integer programs. Introduction to probabilistic models including Markov chains, Poisson processes, and their application to queueing systems. Topics include Forecasting Models, Scheduling, Linear Programming and Supply Chain Management. Offered fall of odd years. Prerequisite(s): ACCT 110 . UG
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ENGR 382 - Industrial Applications of Statistics
3 hours
The application of statistics to the effective design and analysis of industrial studies relating to manufacturing and human factors engineering in order to optimize the utilization of equipment and resources. Emphasis on conducting these studies at the least cost. Specific topics include Statistical Process Control, Statistical Quality Control, Six Sigma and Inventory Control. Offered spring of odd years. Prerequisite(s): MATH 147 UG
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ENGR 395 - Co-op Work Internship
0 hours
This structured program provides students with a hands-on, paid experience working in the engineering field. Students typically participate in three semesters (one in summer) of co-op alternated with enrollment in traditional course work. This zero-credit course allows students to maintain full-time status at the university during the co-op experience. A fee is assessed for this course each semester of the co-op.
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ENGR 401 - Senior Design Project I
2 hours
Part one of the capstone engineering experience. Student teams or individuals solve a real-world problem for a local company or organization. Students work under the supervision of a company or organization contact and meet regularly with instructor. Students keep a design journal and are responsible to meet the following deliverables: Project/System Requirements Review in class, Design Review 1 for faculty and a Project Proposal Report. This course also prepares students for the engineering profession or graduate school with several seminar topics and a review for the Fundamentals of Engineering Exam. Offered every fall. Prerequisite(s): Senior status in Engineering. Prereq/Corequisite(s): ENGR 404 UG
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