2014-2015 Catalog [ARCHIVED CATALOG]
Course Descriptions – All
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EDUC 482 - Student Teaching for Early Childhood Education
12 hours
Includes some experience at both the preschool and primary-school levels. Taken concurrently with EDUC 456 . 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 484 - Supervised Student Teaching in the Elementary School
12 hours
Taken concurrently with EDUC 456 . 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 456 . 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 456 . 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 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 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 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 739A - Professional Portfolio Development I
1 hour
The candidate will begin to develop a professional e-portfolio. The e-portfolio will chronicle the candidate’s professional development, based upon the coursework and field experiences requirements for the program. During the first course, the candidate will learn how to set up the “portfolio shell.” The foundation for the portfolio framework will be the nine Illinois Professional Teaching Standards. An artifact (or more) from each course will be included in accordance with the standards. Written reflections, relating to each standard and artifact, will also be included to further express the professional growth of the candidate throughout the course of the program. GR
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EDUC 739B - Professional Portfolio Development II
1 hour
The candidate will continue to develop a professional e-portfolio. During this course, the candidate will meet individually with the instructor to review the candidate’s progress. The candidate will also be learning how to incorporate the field experiences and a credential file that will be completed in Teaching as a Profession II. The foundation for the portfolio framework will be the nine Illinois Professional Teaching Standards. An artifact(s) from each course will be included in accordance with the standards. Student work samples will also be included as artifacts related to the standards and field experiences. Written reflections, relating to each standard and artifact, will also be included to further express the professional growth of the candidate throughout the course of the program. GR
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EDUC 740A - Teaching as a Profession I
1 hour
The candidate will be introduced to Olivet’s Teacher Education program with a focus on the field experiences and clinical practice (student teaching) requirements; the importance of the conceptual framework; using the APA Writing Style for quality assignment performance; and connecting the Illinois Professional Teaching, Content-Area, Common Core, and Learning Standards to teaching and the licensure process including the content-area and professional teaching tests. The candidate will explore the process for becoming a reflective practitioner. The candidate will also have an opportunity to begin forging collaborative relationships with others entering the field of Education. GR
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EDUC 740B - Teaching as a Profession II
1 hour
The candidate will develop a deeper understanding of critical reflection as he or she engages in the practice of teaching. He or she will be encouraged to look more deeply into the underlying structure of the teaching behaviors and skills that result in best practices for optimal learning. The candidate will be involved in activities designed to refine knowledge and skills for the student teaching experience. The candidate will prepare for entering the profession by developing a professional cover letter and resume. GR
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EDUC 740C - Teaching as a Profession III
1 hour
Teaching as a Profession III is a culminating experience that documents the final journey of the MAT candidate and integrates the candidate’s educational content knowledge with practical experiences through the completion of a professional portfolio. It is an opportunity to share professional development in a collegial setting. One of the focuses of this course is to help the candidate develop a deeper understanding of critical reflection, which is a topic in Teaching as a Profession II. The candidate will be encouraged to look more deeply into the underlying structure of the teaching behaviors and skills for best practices through a final reflective paper on the student teaching experience. The candidate will also present the highlights of the professional portfolio developed during the program. An exit interview will be administered at the conclusion of this course. 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
An introduction to the field of special education; the psychology and identification of exceptionalities, including gifted and talented; differences in approaches to learning and performance, including brain research, different learning styles, multiple intelligences, and performance modes; cultural, gender and socio-economic differences; English language learners, and the methodologies for working with diverse student 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 an inclusive classroom setting. The candidate will develop an understanding of Responsiveness-To-Intervention (RTI). The candidate should have completed Field Experience I (which began during EDUC 743 ) by the finish of this course. 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 791 - Student Teaching: Elementary or Middle School
10 hours
This culminating experience connects theory with practice in providing opportunity for the teacher candidate to demonstrate proficiency in all areas of curriculum, instruction, and evaluation. All courses and field experiences must be successfully completed in order to student teach. The 60-consecutive school-day classroom experience will include no less than 35 days of full control. The candidate is required to display effective principles of classroom management as well as effective interpersonal relationships within the classroom. During the last week of student teaching, the candidate must submit all required paperwork, and successfully complete a professional e-portfolio and a Teacher Education Program Exit Interview. GR
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EDUC 792 - Student Teaching: Secondary
10 hours
This culminating experience connects theory with practice in providing opportunity for the teacher candidate to demonstrate proficiency in all areas of curriculum, instruction, and evaluation. All courses and field experiences must be successfully completed in order to student teach. The 60-consecutive school-day classroom experience will include no less than 35 days of full control. The candidate is required to display effective principles of classroom management as well as effective interpersonal relationships within the classroom. During the last week of student teaching, the candidate must submit all required paperwork, and successfully complete a professional e-portfolio and a Teacher Education Program Exit Interview. GR
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EDUC 793 - Student Teaching: K-12
10 hours
This culminating experience connects theory with practice in providing opportunity for the teacher candidate to demonstrate proficiency in all areas of curriculum, instruction, and evaluation. All courses and field experiences must be successfully completed in order to student teach. The 60-consecutive school-day classroom experience will include no less than 35 days of full control. The candidate is required to display effective principles of classroom management as well as effective interpersonal relationships within the classroom. During the last week of student teaching, the candidate must submit all required paperwork, and successfully complete a professional e-portfolio and a Teacher Education Program Exit Interview. 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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Engineering |
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ENGN 101 - Engineering Design
3 hours
An introduction to the engineering profession and engineering design process. Principles of professionalism, teamwork, technical graphics, and engineering drawings. Use of computer-aided analytical and graphical design tools, such as Lab View, Excel, and Pro-Engineer. Design projects in digital systems, materials science, and mechanics of materials. UG
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ENGN 102 - Engineering Design II
3 hours
Continuation of ENGN 101 . Advanced use of computer-aided analytical and graphical design tools. Design projects in fluid mechanics, vibrations, electric circuits, signal processing, and thermodynamics. Exploration of engineering careers and industries. UG
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ENGN 171 - Logic and Computational Engineering
3 hours
Same as CSIS 171 . UG
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ENGN 250 - Engineering Economics
3 hours
Application by engineers of economic and financial principles to capital investment. Analysis by present worth, annual cash flow, rate of return, benefit-cost, and replacement considerations. Depreciation, taxes, inflation, probability and risk, and evaluation of optimum use of resources. UG
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ENGN 261 - 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. Prerequisite(s): PHYS 201 . UG
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ENGN 262 - 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. Prerequisite(s): ENGN 261 . UG
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ENGN 270 - Digital Systems
3 hours
Design of digital circuits with digital integrated circuit components and microcontrollers. Apply binary arithmetic and codes, and Boolean function simplification to logic gate circuits. Analyze and synthesize combinational circuits. Apply, program and synthesize microcontroller circuits to simplify sequential circuits and complex control logic. Prerequisite(s): ENGN 170 or CSIS 251 . Corequisite(s): PHYS 202 . Laboratory experience. UG
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ENGN 300 - Electric Circuit Analysis
3 hours
Principles of linear circuit analysis: networks, network theorems, dependent sources, operational amplifiers, energy storage elements, transient analysis, sinusoidal analysis, power analysis, frequency response, filters. Prerequisite(s): PHYS 202 Corequisite(s): MATH 357 . UG
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ENGN 310 - Circuits and Signal Processing
3 hours
Model and solve circuits systems using Linear Time Invariant (LTI) models of networks and electronic systems including feedback in the time and frequency domains. Apply mathematical programming tools (e.g. Matlab) to analyze circuits and signals. Introduce discrete-time systems, signals and sampling issues. Use convolution, Fourier series and integrals, and Z-transforms to analyze and design analog and discrete filters. Prerequisite(s): ENGN 300 , MATH 261 , MATH 357 . UG
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ENGN 311 - Communication Systems
4 hours
Use Fourier Transforms, power spectrum, and correlation to analyze communications signals. Introduce the different forms of Amplitude Modulation (AM), Frequency Modulation (FM) and Phase Modulation (PM). Introduce digital signal transmission and switching technologies and the use of error-identification and error-correcting codes. Present and use probability distribution functions to evaluate a noise source and a communication designed system to remove that noise. Prerequisite(s): ENGN 310 . Laboratory. UG
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ENGN 322 - Geomorphology and Earth Hazards
3 hours
Same as GEOL 322 . UG
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ENGN 331 - Hydrogeology
4 hours
Same as GEOL 331 . UG
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ENGN 335 - Technical Communication and Experimental Design
3 hours
Study of the fundamental principles of technical communication in science and engineering, including preparation of technical reports and compositions, and preparation and delivery of oral presentations. Emphasis is placed upon proper design of the experimental technique as well as use of statistics to provide validity of the communication. Prerequisite(s): two laboratory science courses. UG
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ENGN 340 - Digital Electronics
3 hours
Review of Boolean logic. Study device characteristics and logic implementations with diodes, transistors, and advanced gates. Develop microcontroller applications of advanced digital systems using software, computer interrupts and serial communications. Learn about advanced logic design with hardware description language (HDL), field programmable gate arrays (FPGAs) and application-specific integrated circuits (ASICs). Prerequisite(s): ENGN 270 , ENGN 300 , MATH 261 , MATH 357 . UG
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ENGN 346 - Analog Electronics
4 hours
Study transistors characteristics and use of transistors as amplifiers. Perform feedback and advanced amplifier design and analysis. Design and analyze linear and non-linear analog circuit applications including filters, oscillators, phase-locked loops, and waveform generators. Laboratory. UG
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ENGN 351 - 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. Prerequisite(s): PHYS 201 , CHEM 103 , ENGN 261 . UG
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ENGN 353 - Vibration Analysis
4 hours
Free and forced vibration of discrete and continuous systems. Lagrange’s equation, Fourier series, Laplace transforms; matrix and computational methods. Application to practical engineering problems. Prerequisite(s): ENGN 262 , MATH 261 , MATH 357 . UG
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ENGN 356 - Computer Aided Engineering
3 hours
Application to computer geometrics, animation, analysis, database, and optimization to engineering design. Review of computer programs and languages, linear and nonlinear programming, matrix methods, and numerical techniques. Prerequisite(s): ENGN 101 , ENGN 102 , ENGN 261 , MATH 261 , MATH 357 . UG
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ENGN 371 - Automatic Controls
4 hours
Introduction to the 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. Lectures and weekly lab. Prerequisite(s): ENGN 262 , ENGN 300 , MATH 261 , MATH 357 . UG
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ENGN 380 - Thermodynamics
4 hours
Introduction to classical thermodynamics through the second law; system and control volume analyses of thermodynamic processes; irreversibility and availability; relations among thermodynamic properties; and discussion and microscopic aspects. Lectures and weekly lab. Prerequisite(s): PHYS 202 , MATH 357 , and CHEM 103 . UG
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ENGN 385 - Heat Transfer
4 hours
Fundamentals of heat transfer by conduction, convection, and radiation. Applications to heat exchanges, tubes, surfaces, phase changes, and mass transfer. Numerical methods for solving heat transfer problems. Design of equipment involving heat-transfer processes. Prerequisite(s): ENGN 262 , MATH 261 , MATH 357 . UG
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ENGN 412 - Machine Synthesis
3 hours
Study of the kinematics and kinetics of machines and machine components. Introduction to design specification and procedures for machine components, including linkages, gears, cams, bearings, clutches, shafts, and brakes. Prerequisite(s): ENGN 262 , MATH 261 , MATH 357 . UG
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ENGN 420 - Fluid Mechanics
3 hours
Fluid properties; fluid statics, continuity, momentum, and energy principles, laminar and turbulent flow, boundary layers, dimensional analysis and similarity, closed conduit flow, open channel flow, turbomachinery. Prerequisite(s): ENGN 262 . UG
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ENGN 457 - Software Engineering
3 hours
Same as CSIS 457 . UG
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ENGN 481 - 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. Prerequisite(s): Admission to Senior Design Project. UG
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ENGN 482 - Senior Design Project II
2 hours
Part two 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: Design Review 2 (Prototype Review) in class, Design Review 3 (Implementation Review) for faculty, and a Design Report, including design documentation. This course also prepares students for the engineering profession or graduate school with several seminar topics and a review for the state Fundamentals of Engineering Exam, which is taken in April. Prerequisite(s): ENGN 481 . UG
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Engineering Management |
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MEM 643 - Management of Research and Development
3 hours
This course integrates an understanding of organizational structures and processes that enable or inhibit research and development efforts. Various tools used will demonstrate and enable more successful research and development efforts. GR
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MEM 644 - Designing for X (Quality, Manufacturing, Safety, etc.)
3 hours
This course will focus on designing for various areas of emphasis in the organization, such as quality, manufacturing and safety. Topics such as trade-off analysis and failure mode investigations will be covered. GR
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MEM 646 - Public Awareness & Pzrticipation in Infrastructure Value
3 hours
This course will explore the opportunities of building trust with community stakeholders, developing, and adjusting sponsoring agency plans and programs for external statutory and informal input, including regulatory approvals, environmental assessments. Life cycle sustainablility and resource allocation includes communication of and transparent ratification of tradeoffs in expectation of project performance and reliability. GR
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MEM 647 - Managing Emerging Technologies
3 hours
This course will explore emerging technologies and look at how they evolve, how to identify them, and the effect international, political, social, economic and cultural forces have on them. Identifying emerging technologies will allow students to examine how these latest technologies will bring changes to medicine, transportation, information, and energy infrastructures. This class will take time to cover topics including forecasting methodologies, measuring customer trends, creating an organizational culture for sustained innovation, and viewing new technologies from a global perspective. GR
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MEM 657 - Patents and Intellectual Property Law
3 hours
This course will focus on the legal issues that surround engineers, particularly product liability, trademark and intellectual property law. This will build a foundation to allow the engineering manager to have better cross-functional dialog within their organization with respect to these topics. GR
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MEM 658 - Engineering Project Management
3 hours
This course will focus on the tools and techniques used to budget, schedule and execute successful engineering projects in the workplace. Resource allocation and leveling and stakeholder management will be key concepts in this class. GR
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MEM 659 - Technology and Enterprise Integration
3 hours
This course focuses on the development systems to solve problems. Systems are comprised of the people, processes, tools and technologies that form these solutions. In this course, the student will develop requirements and specifications as well as identify implementation strategies for successful integration of new systems into the workplace. GR
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MEM 662 - Lean Systems Management
3 hours
This course will focus on management and implementation of Lean methodologies to improve efficiency in engineering managed business areas such as design and manufacturing. GR
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MEM 663 - Managing Technology for Constraints
3 hours
This course provides a basic understanding of project planning and control by examining concepts and theories. The course focuses on methodology that can be employed to plan project implementation and to control progress. Emphasis is placed on studying tools associated with planning and control for technological based organizations. Topics include work breakdown structure, task & schedule development, budgetary control and earned value analysis. GR
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MEM 664 - Strategic Project/Program Management
3 hours
The course is organized around the project management life cycle to mirror the way a real-world project would be executed. It provides you with essential project management concepts. It includes a discussion of the integration of the parent organization’s strategies into project selection and management; as well as risk management and assessment in the project management process. GR
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MEM 671 - Integrated Engineering Project Management
3 hours
This course will focus on the integration of three primary processes: product development, process planning and manufacturing systems. Emphasis is on 1) customer focus, 2) collaborative engineering and process design improvement approaches, and 3) the decision-making process. The growth of emerging technologies is a topic, as it relates to the collaborative product design with suppliers. GR
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MEM 672 - Seminar in Engineering Management
3 hours
This course will focus on current topics in Engineering Management as well as ethical topics within the field. GR
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