| |
Education |
| |
-
EDUC 321 - Elementary Reading Methods
2 hours
This course is designed to provide understanding of the foundational theories as well as the processes and methodologies of reading instruction for grades one through six. Emphases are placed on literacy strategies, word recognition, vocabulary development, comprehension, content areas, study skills, and the integration of technology. Candidates will learn strategies for the developmental literacy needs of English Language Learners as well as struggling readers. This course includes a field experience. Prerequisite(s): admission to the Teacher Education program or permission of the Director of Teacher Education. UG
|
| |
-
EDUC 330 - Teaching Early Childhood Math and Science
2 hours
Participants of this course are presented a variety of teaching techniques and methodologies. The focus of this course is specifically on teaching methodologies and instructional techniques in the subjects of math and science. This course includes a field experience in a diverse classroom. Prerequisite(s): admission to Teacher Education or permission of the Director of Teacher Education. UG
|
| |
-
EDUC 333 - Multicultural Classroom
3 hours
This course provides a platform for candidates to analyze and reflect upon the knowledge and competencies needed to develop appropriate, informed, and sensitive responses to the diverse learning needs of students in multicultural classrooms. This course considers the significance of the intersection of multiple aspects of identity, including: race, ethnicity, gender, class (SES), sexual orientation, religion, and exceptionality. Additional focus is placed on exploring the cultural and epistemological underpinnings of special education in order to form an understanding of diverse perspectives that frame the concept of (dis)ability. Prerequisite(s): Education majors must have previously been accepted into the Teacher Education Program. UG
|
| |
-
EDUC 339 - Elementary Language Arts & Social Studies Methods
3 hours
A study of the methods of teaching in the language arts from a balanced literacy approach interrelated with the social studies. A thematic unit approach will enhance understanding of integrating the language arts skills with the basic social heritage concepts of multiculturalism, values, citizenship, self-worth, and geographical/historical/biographical appreciation. Candidates will be expected to include technology components and content area reading strategies into the thematic unit. Candidates will demonstrate proficiency in Phases I and II of the Education Teacher Performance Assessment (edTPA), and will practice the skills necessary for developing proficiency in Phase III of the edTPA. This course includes a field experience. Prerequisite(s): admission to the Teacher Education program or permission of the Director of Teacher Education. UG
|
| |
-
EDUC 347 - Elementary Science & Mathematics Methods
3 hours
Participants in this course are presented with a variety of teaching techniques and methodologies. The focus of this course is specifically on teaching methodologies and instructional techniques in the subjects of math and science. Candidates will demonstrate proficiency in Phases I and II of the Education Teacher Performance Assessment (edTPA), and will practice the skills necessary for developing proficiency in Phase III of the edTPA. This course includes a field experience. Prerequisite(s): admission to the Teacher Education program or permission of the Director of Teacher Education. UG
|
| |
-
EDUC 349 - Language Development
2 hours
This course will focus on how humans acquire and develop language, major functions of brain development that relate to speech and language, issues concerning teaching students with bilingual and cultural differences. American dialects, speech and communicative disorders, fostering language through home connections, and choice of appropriate instructional and technological strategies for language of various American populations. Prerequisite(s): admission to Teacher Education or permission of Director of Teacher Education. UG
|
| |
-
EDUC 353 - Middle Grades Social Studies Methods
3 hours
This course is an application of educational and developmental psychology concepts, theories, principles, and strategies and how their relationship impacts the pedagogical techniques teachers will implement in the 21st century middle grades classroom. Included in the curriculum is the accommodation of students through differentiated instruction, standards-based lessons, the integration of technology, and assessment tools. Teaching methods, strategies, and resources geared to Middle Grades Social Science in the areas of history, geography, civics and government, and economics are the focus of this course. Candidates will complete a 45-hour field experience. Candidates must be accepted into the Teacher Education Program to be enrolled in this course, which is a pre-requisite to student teaching at the middle grades level. UG
|
| |
-
EDUC 354 - Middle Grades Language Arts Methods
3 hours
This course is an application of educational and developmental psychology concepts, theories, principles, and strategies and how their relationship impacts the pedagogical techniques teachers will implement in the 21st century middle grades classroom. Included in the curriculum is the accommodation of students through differentiated instruction, standards-based lessons, the integration of technology, and assessment tools. Teaching methods, strategies, and resources geared to Middle Grades English Language Arts Literacy are the focus of this course. Candidates will complete a 45-hour field experience. Candidates must be accepted into the Teacher Education Program to be enrolled in this course, which is a pre-requisite to student teaching at the middle grades level. UG
|
| |
-
EDUC 355 - Middle Grades Science Methods
3 hours
This course is an application of educational and developmental psychology concepts, theories, principles, and strategies and how their relationship impacts the pedagogical techniques teachers will implement in the 21st century middle grades classroom. Included in the curriculum is the accommodation of students through differentiated instruction, standards-based lessons, the integration of technology, and assessment tools. Teaching methods, strategies, and resources geared to Middle Grades Science in the areas of physical science, life sciences, and earth and space sciences are the focus of this course. Candidates will complete a 45-hour field experience. Candidates must be accepted into the Teacher Education Program to be enrolled in this course, which is a pre-requisite to student teaching at the middle grades level. UG
|
| |
-
EDUC 356 - Middle Grades Math Methods
3 hours
This course is an application of educational and developmental psychology concepts, theories, principles, and strategies and how their relationship impacts the pedagogical techniques teachers will implement in the 21st century middle grades classroom. Included in the curriculum is the accommodation of students through differentiated instruction, standards-based lessons, the integration of technology, and assessment tools. Teaching methods, strategies, and resources geared to Middle Grades Mathematics are the focus of this course. Candidates will complete a 45-hour field experience. Candidates must be accepted into the Teacher Education Program to be enrolled in this course, which is a pre-requisite to student teaching at the middle grades level. UG
|
| |
-
EDUC 359 - Teaching Reading to Young Children
3 hours
This course is designed specifically for candidates preparing to teach preschool through grade three. The teacher’s role in nurturing emergent literacy, including both reading and writing, will be developed as well as use of appropriate technology and instructional strategies in young readers. Because early literacy experiences are learned through a healthy, balanced experiential environment in the home, one feature of the course will include parental involvement in the reading experiences. Other areas to be covered will include classroom environment, thinking about print and writing, shared reading, literature- based reading, language experience, phonemic awareness and phonics instruction vocabulary, comprehension, balanced literacy, basal reading, assessment, and creating books. Includes a field experience. Prerequisite(s): admission to Teacher Education or permission of Director of Teacher Education. UG
|
| |
-
EDUC 367 - Methods and Materials in Physical Education for the Elementary School
2 hours
Same as PHED 367 . Includes a field experience. UG
|
| |
-
EDUC 368 - Early Childhood Physical Education Methods
2 hours
A study of curriculum and various methods used in teaching physical education in Pre-K. The course includes lesson and unit planning, organizational procedures and methods used in teaching basic movement, stunts and tumbling, rhythms, and sports skills. Includes a field experience. Prerequisite(s): admission to Teacher Education Program. UG
|
| |
-
EDUC 371 - Elementary Reading Assessment
2 hours
This course is designed to provide understanding of the foundational theories of the processes and methodologies of reading assessment for first through sixth grade students. Emphases are placed on assessment techniques and strategies that assist in the diagnosis and treatment of literacy, word recognition, vocabulary development, and comprehension deficiencies. This course will take an integrated and balanced literacy approach using research-based best practices, including technology. This course includes a field experience. Prerequisite(s): admission to the Teacher Education program and successful completion of EDUC 321 - Elementary Reading Methods , or permission of the Director of Teacher Education. UG
|
| |
-
EDUC 374 - Secondary Content Methods
3 hours
This course is a continuation of application of the wide array of educational and developmental psychology concepts, theories, principles and strategies and how their relationship impacts the pedagogical techniques teachers will implement in the classroom of the 21st century. Included in the curriculum is accommodating students with exceptionalities, at-risk students, parental involvement, classroom management, multiculturalism, integration of technology, and integration of curriculum. Content teaching methods geared to teaching strategies in the 21st century classroom is the focus of this course. In addition, teaching methods are considered, for specific content areas (English, Mathematics, Social Sciences, Science, and Family and Consumer Sciences). Candidates will complete a field experience in conjunction with this course, during which they will practice the skills necessary for successful completion of the Education Teacher Performance Assessment (edTPA), Phase I, Phase II, and Phase III. Offered in the Fall only. Prerequisite(s): Successful completion of EDUC 280 - General Methods & Assessment or permission of the Director of Teacher Education. UG
|
| |
-
EDUC 376 - Teaching Diverse Populations in the Regular Classroom
3 hours
This course is an introduction to the field of special education, 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. Includes a field experience. Prerequisite(s): admission to Teacher Education or permission of Director of Teacher Education. UG
|
| |
-
EDUC 386 - Teaching of Spanish, K-12
4 hours
This course is designed to introduce and refine a Spanish major’s skills in the areas of motivation, behavior management, course, and unit- and lesson-planning. Characteristics and issues associated with teaching students of all grades will be addressed throughout the course. Focuses on developing underlying theories and practices in human growth and development, educational theories in teaching pedagogy, and cognitive processes. Included in the content are components of teaching students with exceptionalities, multiple learning styles and preferences, and diverse populations. A large segment of the course is dedicated to forming content lesson plans, matching objectives to state standards, and interdisciplinary unit plans formed with students of various disciplines. Oral presentations including technological components will complete the presentations of the unit plans. Written examinations will comprise assessment of textbook readings and weekly online discussion questions will be an integral part of class participation. Includes a field experience. Prerequisite(s): admission to Teacher Education. UG
|
| |
-
EDUC 388 - Art Methods for Elementary/Middle Schools
4 hours
Pre-service teachers will develop and implement elementary/middle school art curriculum through contemporary practices. (A brief foundation of history and theory will be included.) Practical strategies will be applied to an art specific classroom management plan, sequential unit and lesson planning and assessment practices. Differentiation and modifications for exceptionality and diversity specific to the art room environment will be incorporated. Emphases such as cross-curricular connections (including reading strategies), contemporary artists, and technology integration will be encouraged. Appropriate material use and management will be addressed in conjunction with artistic developmental stages of students. Pre-service teachers will join professional arts organizations and social media networking groups. Field experience of 45 hours with an elementary/middle school visual arts instructor is required. Prerequisite(s): admission to the Teacher Education program. UG
|
| |
-
EDUC 394 - Teacher Education Seminar II
1 hour
A continuation of EDUC 195 Teacher Education Seminar I, for candidates in the Olivet Teacher Education program, intended to be completed prior to Student Teaching. 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 and Phase II of the Education Teacher Performance Assessment (edTPA), as well as proficiency in writing in APA format, and other pertinent experiences needed in order to become a “Professional Influencing Lives.” Prerequisite(s): Admission to the Teacher Education program or permission of Director of Teacher Education. UG
|
| |
-
EDUC 400 - Student Interest Field Experience Open School Concept
1-4 hours
This is a field experience in which the Elementary or Secondary Education student works with students in an area of interest under the supervision of a supervising teacher or director of a program. A student will spend 40 or more hours per credit hour. Prerequisite(s): Junior standing. These course numbers will designate particular programs of the field experience in various departments. UG
|
| |
-
EDUC 401 - Student Interest Field Experience Language and Literature
1-4 hours
This is a field experience in which the Elementary or Secondary Education student works with students in an area of interest under the supervision of a supervising teacher or director of a program. A student will spend 40 or more hours per credit hour. Prerequisite(s): Junior standing. These course numbers will designate particular programs of the field experience in various departments. UG
|
| |
-
EDUC 402 - Student Interest Field Experience Social Sciences
1-4 hours
This is a field experience in which the Elementary or Secondary Education student works with students in an area of interest under the supervision of a supervising teacher or director of a program. A student will spend 40 or more hours per credit hour. Prerequisite(s): Junior standing. These course numbers will designate particular programs of the field experience in various departments. UG
|
| |
-
EDUC 403 - Student Interest Field Experience Natural Sciences
1-4 hours
This is a field experience in which the Elementary or Secondary Education student works with students in an area of interest under the supervision of a supervising teacher or director of a program. A student will spend 40 or more hours per credit hour. Prerequisite(s): Junior standing. These course numbers will designate particular programs of the field experience in various departments. UG
|
| |
-
EDUC 404 - Student Interest Field Experience Fine Arts
1-4 hours
This is a field experience in which the Elementary or Secondary Education student works with students in an area of interest under the supervision of a supervising teacher or director of a program. A student will spend 40 or more hours per credit hour. Prerequisite(s): Junior standing. These course numbers will designate particular programs of the field experience in various departments. UG
|
| |
-
EDUC 405 - Student Interest Field Experience Outdoor Education
1-4 hours
This is a field experience in which the Elementary or Secondary Education student works with students in an area of interest under the supervision of a supervising teacher or director of a program. A student will spend 40 or more hours per credit hour. Prerequisite(s): Junior standing. These course numbers will designate particular programs of the field experience in various departments. UG
|
| |
-
EDUC 406 - Student Interest Field Experience Preschool
1-4 hours
This is a field experience in which the Elementary or Secondary Education student works with students in an area of interest under the supervision of a supervising teacher or director of a program. A student will spend 40 or more hours per credit hour. Prerequisite(s): Junior standing. These course numbers will designate particular programs of the field experience in various departments. UG
|
| |
-
EDUC 407 - Student Interest Field Experience Special Education
1-4 hours
This is a field experience in which the Elementary or Secondary Education student works with students in an area of interest under the supervision of a supervising teacher or director of a program. A student will spend 40 or more hours per credit hour. Prerequisite(s): Junior standing. These course numbers will designate particular programs of the field experience in various departments. UG
|
| |
-
EDUC 408 - Student Interest Field Experience Reading
1-4 hours
This is a field experience in which the Elementary or Secondary Education student works with students in an area of interest under the supervision of a supervising teacher or director of a program. A student will spend 40 or more hours per credit hour. Prerequisite(s): Junior standing. These course numbers will designate particular programs of the field experience in various departments. UG
|
| |
-
EDUC 409 - Student Interest Field Experience Mathematics
1-4 hours
This is a field experience in which the Elementary or Secondary Education student works with students in an area of interest under the supervision of a supervising teacher or director of a program. A student will spend 40 or more hours per credit hour. Prerequisite(s): Junior standing. These course numbers will designate particular programs of the field experience in various departments. UG
|
| |
-
EDUC 410 - Student Interest Field Experience Vocational Education
1-4 hours
This is a field experience in which the Elementary or Secondary Education student works with students in an area of interest under the supervision of a supervising teacher or director of a program. A student will spend 40 or more hours per credit hour. Prerequisite(s): Junior standing. These course numbers will designate particular programs of the field experience in various departments. UG
|
| |
-
EDUC 411 - Student Interest Field Experience Physical Education
1-4 hours
This is a field experience in which the Elementary or Secondary Education student works with students in an area of interest under the supervision of a supervising teacher or director of a program. A student will spend 40 or more hours per credit hour. Prerequisite(s): Junior standing. These course numbers will designate particular programs of the field experience in various departments. UG
|
| |
-
EDUC 412 - Student Interest Field Experience Reading Laboratory
1-4 hours
This is a field experience in which the Elementary or Secondary Education student works with students in an area of interest under the supervision of a supervising teacher or director of a program. A student will spend 40 or more hours per credit hour. Prerequisite(s): Junior standing. These course numbers will designate particular programs of the field experience in various departments. UG
|
| |
-
EDUC 413 - Student Interest Field Experience Learning Center
1-4 hours
This is a field experience in which the Elementary or Secondary Education student works with students in an area of interest under the supervision of a supervising teacher or director of a program. A student will spend 40 or more hours per credit hour. Prerequisite(s): Junior standing. These course numbers will designate particular programs of the field experience in various departments. UG
|
| |
-
EDUC 414 - Student Interest Field Experience Multicultural Community Relations
1-4 hours
This is a field experience in which the Elementary or Secondary Education student works with students in an area of interest under the supervision of a supervising teacher or director of a program. A student will spend 40 or more hours per credit hour. Prerequisite(s): Junior standing. These course numbers will designate particular programs of the field experience in various departments. UG
|
| |
-
EDUC 415 - Pre-Student Teaching Practicum
1-3 hours
Students will spend a minimum of 40 clock hours per semester hour working with students and a classroom teacher in a public school classroom. Designed for education students who have not completed the state-mandated 100 pre-student teaching hours as part of required coursework, or those who may wish to take practicum hours in addition to those required. Prerequisite(s): admission to Teacher Education or permission of the Director of Teacher Education. UG
|
| |
-
EDUC 481 - Paraprofessional Field Experience
4 hours
Students will spend half days for eight weeks working with a teacher as a paraprofessional under supervision of a University supervisor. UG
|
| |
-
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 493 . Prerequisite(s): Senior standing, pass the Illinois Subject-Matter Knowledge test, approval by the Teacher Education Faculty Committee, and appropriate methods courses. UG
|
| |
-
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
|
| |
-
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
|
| |
-
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
|
| |
-
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. UG
|
| |
-
EDUC 488 - Student Teaching Elem Ed/Early Childhood Ed
12 hours
Includes some experience at both the preschool and primary-school levels. 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
|
| |
-
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
|
| |
-
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 discussions and a broad review of the literature. The culminating assignment will be a research proposal to be implemented and then presented in EDUC 696 . 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
|
| |
-
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
|
| |
-
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 online tools. GR
|
| |
-
EDUC 616 - Understanding Today’s Children
3 hours
This course explores the unique composite of P-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 P-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
|
| |
-
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 P-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
|
| |
-
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 P5/1-12 students in the classroom; and critique new ideas and proposals related to applied learning. GR
|
| |
-
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 P-12 students for testing. Issues related to accountability, planning, and collaboration will be addressed. GR
|
| |
-
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 P-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
|
| |
-
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 candidates in identifying issues in schools, researching the cause or causes, and developing possible solutions in response to those issues. The candidates will also explore the concept of change and being a change-agent in the school. GR
|
| |
-
EDUC 696 - Creative Project
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 P-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 . Prerequisite(s): EDUC 607 . GR
|
| |
-
EDUC 699 - Global Immersion Experience for Educators
3-4 hours
This course is designed to immerse teachers in global experiences related to critical issues in education including the sociopolitical, cultural, transformational, and economic impact on teaching and learning. Understanding the factors that drive these issues is part of what it means to be a professional educator today. The course is designed to engage candidates in research inquiry, analysis, and solutions for global issues related to P-12 education. The course equips teachers to process transformation through critical thinking, collaboration, and an examination of the impact of social, spiritual, educational, and economic influencers on individuals and on society as a whole. GR
|
| |
-
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. Corequisite(s): EDUC 721 A. GR
|
| |
-
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. Prerequisite(s): EDUC 701 . Corequisite(s): EDUC 721 B. GR
|
| |
-
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. Prerequisite(s): EDUC 701 . Corequisite(s): EDUC 721 C. GR
|
| |
-
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. Prerequisite(s): EDUC 701 . Corequisite(s): EDUC 721 D. GR
|
| |
-
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. Prerequisite(s): EDUC 701 . Corequisite(s): EDUC 721 E. GR
|
| |
-
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
|
| |
-
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
|
| |
-
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
|
| |
-
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 writing. This course will explore the differences in content area texts and other non-fiction genre and concomitant strategies in which individuals demonstrate proficiency. Common Core State Standards will be addressed. The topics include pre-, during, and post reading strategies; vocabulary development, writing to learn, and study skills. This course includes Clinical Experience I, which is a 15-hour practical experience in administering, evaluating, and applying reading and writing strategies to students at both the elementary and secondary levels. Prerequisite(s): EDUC 773 . GR
|
| |
-
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 II, which is a 15-hour practical experience in administering, evaluating, and applying results gathered from reading assessments. Prerequisite(s): EDUC 774 . GR
|
| |
-
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 III, which is a 15-hour practical experience in the development, implementation, and evaluation of reading instruction. Prerequisite(s): EDUC 775 . GR
|
| |
-
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 IV, which is a 15-hour practical experience in identifying, selecting, and utilizing of reading materials and resources. Prerequisite(s): EDUC 776 . GR
|
| |
-
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. Prerequisite(s): EDUC 773 and EDUC 774 . GR
|
| |
-
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 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
|
| |
-
EDUC 780 - Creative Project/Practicum
4 hours
A seminar-type practicum for the reading specialist candidate, which requires completion of a minimum of thirty-two (32) 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. Prerequisite(s): EDUC 779 . GR
|
| |
-
EDUC 900 - Intrapersonal Leadership
4 hours
This course 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. Candidates analyze their own character and competence as leaders with the goal of maximizing their personal leadership effectiveness. GR
|
| |
-
EDUC 901 - Research Theory: Principles and Methods
4 hours
This course introduces doctoral-level candidates to the field of research, research design, and research methods. Standards and practices for planning, conducting and completing research studies will be covered (e.g., selecting appropriate research designs, choosing/generating reliable and valid measures, etc.). Candidates will be introduced to quantitative and qualitative research methods. Emphasis will be given to developing and refining research questions in the context of each candidate’s own dissertation in practice and preparing the candidate to collect data appropriate to those questions. .Candidates will examine ethical issues and dilemmas in leadership and research and practice. GR
|
| |
-
EDUC 902 - Leadership Paradigms
4 hours
The purpose of this course is to analyze the history, ideas, and theories of leadership. Candidates will analyze significant issues and ethical dilemmas that have confronted leadership throughout historical periods. Through this analysis, doctoral candidates will consider leadership from various disciplinary perspectives and start clarifying their own philosophy of ethical leadership. GR
|
| |
-
EDUC 903 - Research: Qualitative Methods and Techniques
4 hours
This course will examine qualitative research methods. Candidates should be able to undertake doctoral-level research using a range of qualitative methods including interviews, observation, focus groups, and case studies. The course will focus specifically on sampling, in-depth interviews, and focus groups, as well as data management, data analysis, and data presentation. Ethical issues in qualitative research are also considered. Prerequisite(s): EDUC 901 . GR
|
| |
-
EDUC 904 - Interpersonal Leadership
4 hours
This course is designed to develop interpersonal skills by 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. The course equips candidates to lead with self-awareness, awareness of others, effective interpersonal communication, and to build a culture of trust relationships as a basis for effective leadership. GR
|
| |
-
EDUC 905 - Online Colloquium
4 hours
This course provides the doctoral candidate with foundational knowledge and resources for academic success in the program. This introductory course is designed to prepare and support doctoral candidates for the following: academic writing processes and research, student success model for completion of the dissertation experience, engaging intentionally with the learning community, goal-setting and approaches for planning engagement in the academic process, a solid foundational knowledge of ethics within a leadership role and identifying strategic and challenging issues in leadership on which to focus research and application based problem solving. GR
|
| |
-
EDUC 907 - Policy, Politics, and Social Action
4 hours
This course will focus on the elements of public policy, politics, and social action. It will examine the impact of these factors on ethical leadership. 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 candidates 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
|
| |
-
EDUC 908 - Research: Quantitative Methods and Techniques
4 hours
This course is designed to provide candidates 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 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. Prerequisite(s): EDUC 901 . GR
|
| |
-
EDUC 909 - Leading Change
4 hours
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 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
|
| |
-
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, candidates 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 the candidate develop into a grace-full leader - one who is bold, but not ego-filled. GR
|
| |
-
EDUC 911 - Dissertation in Practice
12 hours
The dissertation in practice is a field-based, practice-centered inquiry, which consists of comprehensive applied research of significant importance. The dissertation in practice demonstrate candidates’ ability to identify a significant issue within their organization or community and their ability to conduct research leading to a solution or improvement from which others will benefit. In this course, candidates will uphold the highest standards of scholarship and inquiry. The dissertation in practice is comprised of five written chapters consisting of: Proposal; Literature review; Methodology; Findings; Conclusions and Recommendations. (Candidates will be guided by a “Dissertation in Practice Manual.”) Students must register for this course throughout the doctoral program for a total of 12 credit hours. Prerequisite(s): EDUC 901 , EDUC 903 , EDUC 908 ; EDUC 911A must be passed before EDUC 911B; EDUC 911B must be passed before EDUC 911C. GR
|
| |
-
EDUC 913 - Management and Strategic Planning
4 hours
This course explores organization’s holistic human development plan to assist candidates in understanding and utilizing a comprehensive view of a strategic thinking, strategic management and systems theory. Leveraging knowledge in resource allocation, human resource management, sustainability strategy, marketing management and crisis management, candidates will develop a strategic plan for their organization. The plan will include environmental analysis, casting vision, strategic thinking, strategic planning, execution, and project management. GR
|
| |
-
EDUC 914 - Ethics, Values, and Cultural Influences on Societal Transformation
4 hours
Society is transformed as a result of the decisions made by social, spiritual, education and economic leaders. Candidates will examine ethical decision making, effective leadership, perspectives of moral reasoning and their application to various personal, business and civic responsibilities. Additionally, candidates will engage in global citizenship through a cultural immersion experience. GR
|
| |
-
EDUC 990 - Dissertation in Practice Continuation
0 hours
The dissertation in practice is a field-based, practice-centered inquiry, which consists of comprehensive applied research of significant importance. The dissertation in practice attests to the learner’s understanding of an issue and ability to conduct 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. Continuation occurs when a learner is only enrolled in this course for the purpose of continuing work on the dissertation in practice. Enrollment in this course is contingent upon enrollment in the program during the preceding EDUC 911C course and with the approval of the Program Director. Candidates may enroll in this course for a maximum of three consecutive times. GR
|
Engineering |
| |
-
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
|
| |
-
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
|
| |
-
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. Prereq/Corequisite(s): MATH 147 . Laboratory experience UG
|
| |
-
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
|
| |
-
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
|
| |
-
ENGR 212 - Engineering Mechanics
4 hours
An introduction to the principles of mechanics for rigid and deformable objects, with their application to engineering systems in two dimensions. Topics include vector algebra, forces, moments, couples, friction, virtual work, kinematics of a particle, kinematics of a rigid body, dynamics of particles and rigid bodies, impulse, momentum, work and energy, stress and strain, bending, shear, deflection of beams, buckling of columns, and modes of failure. Offered every fall. Prerequisite(s): PHYS 201 and MATH 147 . UG
|
| |
-
ENGR 213 - Statics
3 hours
Introduction to fundamental mechanics applications of vector calculus in forces and moments; analysis of force systems; equilibrium of two- and three-dimensional systems; trusses and frames, friction including screws and belts; centroids and area moments of inertia; introduction to energy methods. Offered every fall. Prerequisite(s): PHYS 201 and MATH 147 . UG
|
| |
-
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; topics in matrix algebra, numerical methods, and dynamic system modeling and design. Offered every spring. Prerequisite(s): ENGR 213 . UG
|
| |
-
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
|
| |
-
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
|
| |
-
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
|
| |
-
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 and ENGR 210 . UG
|
| |
-
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
|
| |
-
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
|
| |
-
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
|
| |
-
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
|
| |
-
ENGR 312 - Thermodynamics
3 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. Prerequisite(s): PHYS 202 , MATH 148 , and CHEM 103 . UG
|
| |
Page: 1 <- 2
| 3
| 4
| 5
| 6
| 7
| 8
| 9
| 10
| 11
| 12
-> 16 |
Print this Page