Course Descriptions-SGCS

School of Graduate and Continuing Studies

Courses

Christian Ministry

• CMIN 615 - Dynamics in Discipleship

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  3 hours
  This course will examine the history and philosophy of Christian education and its impact on the development of a discipling community. Attention will be given to the principles, planning, and practice of discipleship that transforms. GR
• CMIN 616 - Theology and Philosophy of Family Ministry

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  3 hours
  This course is one of practical theology and will survey the history, evolution of, and current issues related to family systems of the 21st century. GR
• CMIN 617 - Dynamics of Youth Ministry

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  3 hours
  This course will explore ministry with adolescents and their families. The lenses of social sciences, context, biblical concepts, and theological insight, will be utilized to determine the faithful action required for Kingdom focus. GR
• CMIN 620 - Biblical Tools for Hermeneutics

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  3 hours
  This course is a concise introduction to the biblical languages (Greek and Hebrew) sufficient to look up words in those languages, to grasp some of their main grammatical features, and to use basic hermeneutical tools in Old Testament and New Testament studies. The course focuses on knowledge and skills immediately applicable to ministry. Students with introductory courses in Greek and/or Hebrew should move directly to advanced courses in exegesis or biblical interpretation. GR
• CMIN 621 - Expository Writing for Graduate Students

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  3 hours
  This course is a review of expository writing norms from the basic level of punctuation, grammar, and sentence construction through the more advanced level of coherent paragraphs and overall organization. The goal is to write clearly, coherently, and credibly while using correct punctuation, spelling, and grammar. Attention will also be given to formatting a paper, using selections from the latest edition of Turabian’s Manual and noting the recommendations of the Society of Biblical Literature. GR
• CMIN 623 - Youth Ministry and the Wilderness as Renewal

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  3 hours
  This course explores the value and rationale for youth ministry in the context of wilderness camping. Special emphasis will be placed on the logistics of group camping in the wilderness setting, and how to plan and execute such a trip with the emphasis on the experience itself. Course participants will learn ways of using the wilderness experience for group building, leadership development and personal spiritual growth while on the trip. The course will involve a one-week wilderness experience occurring in May and October. Limit: 10 students per trip. Additional fees apply. GR
• CMIN 624 - Cross-Cultural Ministry

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  3 hours
  This course will explore the fundamentals of intercultural communication and the implications for interactions and for ministry in a culturally diverse world. The course will cover a variety of topics, emphasize self-reflection, and engage participants in experiences designed to develop competencies needed for leadership in multicultural settings. GR
• CMIN 625 - Topics in Christian Ministry

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  3 hours
  This course will explore issues, disciplines or methodologies in Christian Ministry. Attention will be given to scholarship and theory as well as implications for practice. This course may be repeated under different subtitles. GR
• CMIN 627 - Biblical Teaching for Family Ministry

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  3 hours
  This course will explore creative Bible teaching theories and models and their application to successful Christian education in a family ministry context. GR
• CMIN 629 - Developing and Reproducing a Leadership Culture

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  3 hours
  This course will explore the value systems and behaviors for developing a reproducing leadership culture within a specific ministry context. Exploring Ephesians 4:11 and Alan Hirsch’s APEST theory, students will locate pastoral leadership within the field of micro-multiplication of disciples and leaders within specified areas of ministry. By the end of the course, each student will have constructed a practically applicable leadership pipeline to be utilized in a current/projected ministry. In addition, each student will have identified apprentices within the current ministry setting for contextual implementation. GR
• CMIN 631 - Life Management and Personal Renewal

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  3 hours
  This is an exploration of the significance of spiritual development and personal renewal in the life of a leader, with attention to practice and implementation as well as strategies for modeling and teaching healthy patterns as leaders. GR
• CMIN 632 - Chaplaincy for Crisis Response

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  3 hours
  Providing effective chaplaincy ministry to individuals, families, and communities following critical incidents and in times of crisis requires special training, skills and understanding of the unique role of the chaplain. This course builds on the basic crisis intervention principles taught in the required prerequisite courses and seeks to prepare participants to provide chaplaincy services in diverse settings with diverse population groups. The focus is to provide strategic chaplaincy intervention for both the immediate post-incident response, along with long-term assistance in connecting survivors with critical support systems throughout the journey of recovery. GR
• CMIN 633 - Developmental Theories and Adolescents

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  3 hours
  The works of traditional learning theorists Piaget, Kohlberg, Erickson, and Fowler are explored, with particular attention to the topic of adolescent development, and the effects of these theories on the approach to ministry regarding the emotional, mental, and spiritual development of students. GR
• CMIN 634 - Issues of Poverty

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  3 hours
  This course will look deeply into the issues of poverty facing ministry broadly; and the urban ministry context specifically. Students will learn about the significant issues that contribute to the cycle of disadvantage and will gain tools for ministry to break the cycle. GR
• CMIN 635 - Leadership in Christian Ministry

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  3 hours
  By examining and identifying the core principles and best practices of leadership, bringing those principles and practices under the authority of Scripture, and applying those principles and practices to the student’s specific context, the student’s capacity for effective Christ-like leadership will be enhanced. GR
• CMIN 636 - Ministry to the Family

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  3 hours
  This course is a study of the unique characteristics and needs of contemporary families. The class will focus on developing the student’s ability to provide effective ministry to families in the local church. Students will consider obstacles and challenges that face today’s families and strategies for overcoming them. GR
• CMIN 637 - Dynamics of Children’s Ministry

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  3 hours
  This course considers specific issues in children’s ministry or ministry competencies. Possible topics include: curriculum development and assessment, advocacy for special needs, content delivery, staff and leadership, and evangelism. GR
• CMIN 639 - Community Assessment and Development

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  3 hours
  During this course, students will be exposed to the language and practices of Community Development and Transformational Leadership. Drawing upon Narrative theory, students will develop fluency in both Appreciative Inquiry and Asset-Based Development. In addition, students will be exposed to influential voices in the arena of transformational leadership. This builds on the missional premises of this program in shifting the church from a Centripetal Model to Centrifugal Model of Ministry where community impact is integrated with Evangelism. GR
• CMIN 643 - Issues in Ministry

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  3 hours
  Specific issues in ministry or ministry competencies are explored. GR
• CMIN 644 - Compassionate Ministries Development

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  3 hours
  The purpose of this course is to look at the various challenges of developing effective compassionate ministries. We will examine the process of helping people break the cycle of dependency on social services. We will look at the do’s and don’ts of fundraising built on a Biblical basis, as well as world views of fundraising. Additionally, we’ll discuss ways of building relationships between the community and the church. GR
• CMIN 645 - Theology of the City

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  3 hours
  This course identifies and examines the various aspects of ministry in the city. To review the Biblical support for urban ministry. It also investigates various writers’ views on ministry in the city. Learners will view urban ministry through the lens of Wesleyan-Arminianism. GR
• CMIN 647 - Family Systems and Implications for Local Church Ministry

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  3 hours
  This course is an in-depth look at the familial systems in place in society, and how the church can prepare to respond to the changing face of the family. Questions to address include: how have the changing constructions of family, marriage, and relationships affected systems inside and outside the church? How can the church continue to minister within the systems in place? What does a ministry to families look like in the church? How can the church partner with the family to minister to its students? GR
• CMIN 648 - Missional Theology: Leadership and Praxis

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  3 hours
  The objective of this course would be to offer a theologically informed missional hermeneutic derived from the meta-narrative of Scripture, the eschatological promises of Jesus, and the call of the ecclesia into the world, the field on which God’s redemptive purposes are being established. Once introduced to this missional hermeneutic, students would then be challenged to integrate this hermeneutic into a philosophy of missional leadership and articulate the possibilities within their current and particular contexts. GR
• CMIN 649 - Missional Movements in an Age of Complexity

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  3 hours
  Utilizing the language of postmodernism, complexity, and chaos theory, students will explore the emerging reality that ministry and practice moving through the 21st century will look radically different from ministry in the 20th century. Futurists forecast a demise of attractional ministry, which will lead to a continued decline in worship attendance and the requisite shift of the church into a more decentralized posture of leadership and empowerment. Students in this course will investigate theories of complexity and emergence, assess the difference between robust and resilient systems, and study global missional movements to assess the points of consistency among those movements. GR
• CMIN 650 - Homiletics

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  3 hours
  The course focuses on the theology of preaching along with the construction and delivery of sermons. It will also consider the link between preaching and evangelism as well as the connection between preaching and pastoral ministry within a congregation. Some attention may be paid to the relation of preaching to sacrament, music, and worship. GR
• CMIN 651 - The Minister as Leader and Administrator

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  3 hours
  This course is a comprehensive study of the organization and activities of the local church and the pastor’s leadership in these concerns. Class work will include such topics as understanding small group dynamics, problem-solving, planning (including long-range planning), discipling other leaders (lay and staff), budgeting, accounting, raising funds, property management, leadership styles and skills, followership, conflict resolution techniques, fostering and maintaining relations with the denomination and especially the district, and personal ethics and financial budgeting. GR
• CMIN 652 - Principles of Management

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  3 hours
  Management issues are explored from the perspectives of human resource administration and business management. Human resource administration topics include authority and ethics, conflict management, and team-building theory (utilizing Myers-Briggs Type Indicator and congregational life theory). Business management topics include finances, personnel, and time management. GR
• CMIN 653 - Discipling

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  3 hours
  The goal of this course is to develop students who effectively live a discipling lifestyle and are empowered to plan and implement disciple-making strategies. The model is Jesus, whose purpose was to make disciples and whose disciples continued to focus on this purpose. At the heart of a disciple’s life and work is Christian community, where focus is maintained and purpose is fulfilled through strategic planning, which results in practical steps of action in developing an ever-expanding network of discipling relationships. GR
• CMIN 654 - Introduction to Counseling

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  3 hours
  Principles and practices of Christian and pastoral counseling are reviewed with emphases on counseling for common personal and emotional issues including depression, addiction, stress and anxiety, grief, managing anger and forgiveness. Special attention is given to ethical issues, counseling parameters, intercultural competence and counseling issues with co-occurring disorders. Students learn self-awareness and self-care techniques along with short term intervention strategies. GR
• CMIN 655 - Family Dynamics and Intervention

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  3 hours
  This course is an introduction to the systems approach in understanding family dynamics. Related to the family, the topics include structural and cultural variations. Biblical and theological foundations, ministry program development, life-cycle assessment, and the application of theoretical concepts for practical ministry. GR
• CMIN 656 - Community Relations

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  3 hours
  This course is an examination of the four key elements for developing a successful program that generates needed resources. These elements include public relations/marketing, grant- and proposal-writing for funding, and fund-raising and community relationships, including advisory organizations. GR
• CMIN 657 - Faith in Action through Social Work

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  3 hours
  Christian faith is integrated with social work theory and practice in this course. Topics covered are (1) the Biblical basis for social work, (2) the history of social work, (3) social work and Christian values and ethics, (4) social work practice, (5) case management, and (6) crisis intervention. A 45-hour social work practicum is connected to this course. GR
• CMIN 658 - Organizational Behavior

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  3 hours
  This course takes a look at organizations at the level of the individual, the group and external environment. Emphasis is placed on current organizational and leadership theories. Students also learn to analyze organizations as an open system. Topics of discussion include group dynamics, communication and interpersonal relations, strategic planning, goal-setting, change management, and volunteer administration. An examination of both secular and Biblical styles of leadership. GR
• CMIN 659 - Issues in Youth Ministry

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  3 hours
  This course is an examination of specific issues in youth ministry or ministry competencies.  May be repeated with a different subtitle. GR
• CMIN 664 - Living Christian Justice in an Urban Context

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  3 hours
  This course will explore the essential theological foundations of a Wesleyan view of justice and hope applied to the urban ministry context. Students will develop a biblical concept of restorative justice from the prophets, Jesus, and New Testament writers. GR
• CMIN 665 - Issues in Family Ministry

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  3 hours
  This course will address specific issues that confront both the structural and functional family. We will pay special attention to the role of parents and other leaders in the spiritual development of the family, as well as discovering family dynamics that foster spiritually healthy families. Our goal is to develop the students’ ability to provide effective ministry to families in the local church. GR
• CMIN 669 - Understanding Competing Worldviews

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  3 hours
  This course will explore a “thick description” of the current cultural setting in the United States, its Global posture, and the impact of the myriad of competing narrative impacting the 21st Century ministry. During this course, students will explore both “Millenials and Generation Z” beyond the current fascination with cultural artifacts, rituals, and behaviors. Students will explore and gain fluency in the following competing worldviews: Nationalism, Militarism and Violence, Secularism and Radical Immanence, Consumerism, Nihilism, Extremism/Fundamentalism, and Hedonism. GR
• CMIN 670A - Mentored Ministry I

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  3 hours
  This course is a supervised ministry experience. Students will normally be serving in ministry leadership assignments. An experienced mentor will be selected to meet regularly with the student and serve as a mentor/coach through this initial period of the student’s ministry experience. GR
• CMIN 670B - Mentored Ministry II

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  3 hours
  This course is a continuation of Mentored Ministry I. GR
• CMIN 672 - Missional Leadership Practicum

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  3 hours
  This is a hybrid course where online content and on-site experience are combined in a 5-day practicum conducted at the Urban Mission Center in St Louis area and Benton Park West neighborhood in partnership with the Salvation Army. Benton Park West has a good blend of urban life (density, diversity, and disparity) to submerge into for practicing theory and principles learned in Urban Studies. The course will look at neighborhoods, areas of marginalization, areas of conflict and identified sacred spaces. Time will be given for discussion and study on the Urban Millennium and how it impacts the region, city and neighborhood and how the church has been impacted. While present in the community, students will learn and practice the 6 postures for creating and practicing missional community (Thin Places) and will spend time daily in the urban garden for spiritual reflection. GR
• CMIN 673 - Spiritual Development of Students

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  3 hours
  Learners will develop a holistic approach to the spiritual formation of their students. They will seek to answer the following questions: What are the formative components to the spiritual development of students? What do students understand about God, sin, humanity, salvation, and the church? How do we help to shape the spiritual lives of students? How do teaching practices fit into the scope of youth ministry? How is youth ministry preparing them for life as a member of the kingdom of God and the Church? GR
• CMIN 674 - Pastoral Care and Counseling

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  3 hours
  This course is a study of the pastoral ministry to individuals and small groups, with attention to human development, spiritual formation, personality disorders, crisis intervention, counseling principles and techniques, premarital and marital counseling tools, and pastoral visitation agendas and techniques. GR
• CMIN 675 - Christian Neighboring - The Ministry of Presence

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  3 hours
  The uniqueness of ministering within the context of the urban community can vary widely. This course will study what it means to minister by being intentionally present in and learning from the surrounding community. Specifically, we will address connecting to community programs and activity centers, building meaningful relationships with community leaders, developing and discipling indigenous leaders, as well as ministering to a community in times of crisis. GR
• CMIN 681 - Issues in Urban Ministry

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  3 hours
  Looking at challenging issues unique to Urban Ministry, this course will help students gain a better understanding of the causes behind issues such as teen pregnancy, gang and domestic violence, drug and substance abuse, prostitution and more. Student will begin to formulate an understanding and strategy to develop ministries that will help the urban population address these issues. GR
• CMIN 682 - Topics in Urban Ministry

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  3 hours
  This course is a focused study of some aspect of ministry in an urban context. This may concern theology and urban ministry, methods or practices, or competencies that are important to effective urban ministry. This course may be repeated with different subtitles. GR
• CMIN 683 - Topics in Youth Ministry

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  3 hours
  In order to expose students to some of the core issues facing youth ministry today, this course explores the variety of ways that youth ministry is finding expression in the contemporary climate, as well as discussing the theological implications of each. The topics discussed will include a look at redefining youth leadership; what it means to tend to the souls of students, while at the same time tending to one’s own personal soul care; what the church expectations on youth ministry are and how that matches with Biblical expectations of the minister; a redefinition of local church programming; and what practices can and should be shaping the youth pastor and youth ministry. GR
• CMIN 690 - Master of Ministry Project

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  3 hours
  This culminating project is designed by the student in consultation with the project supervisor to integrate the learning experience of the program of study into a significant ministry application. Students registering for this course should obtain a “Guide for Master of Ministry Projects” from the Graduate Program Specialist, located in the office of the School of Theology and Christian Ministry. GR
• CMIN 691 - Integrative Seminar/Project

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  3 hours
  This concluding seminar for the Master of Arts in Christian Ministry includes reading, discussion, writing and reflection on ministry in contemporary society, as well as a student presentation project that integrates theory and application, theology and ministry. GR
• CMIN 692 - Clinical Pastoral Education

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  6 hours
  This course focuses on ministerial formation within a hospital, hospice, or similar context. The course requires the student to engage in actual ministry, have a supervisor/mentor, a cohort of fellow students, and detailed reflection on one’s own practice of ministry in these contexts. It is expected that normally this course will be met by taking the initial unit in Clinical Pastoral Education in a program accredited by the Association for Clinical Pastoral Education. There may be a separate fee. This unit may be applied toward the four units required by the ACPE for board certification as a professional chaplain. GR

Christian Ministry, Spanish

• MMSP 600 - Biblical Studies

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  3 hours
  This considers specific biblical books or theological issues of biblical study. May be repeated with a different subtitle. GR
• MMSP 610 - Life Management and Personal Renewal

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  3 hours
  The significance of spiritual development and personal renewal in the life of a leader is the focus of this course. Attention is given to practice and implementation of strategies for modeling and teaching healthy patterns as leaders. GR
• MMSP 611 - Christian Ministry in a Multicultural Society

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  3 hours
  This course explores contemporary urban society from a multicultural perspective, especially within the context of ministry of the Hispanic/Latino church. It is designed to provide historical, sociological, theological and ethical foundations for ministry in a diverse society and to provide relevant models for developing a multicultural approach to ministry. GR
• MMSP 612 - Contemporary Approaches to Preaching

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  3 hours
  This course is an examination of the challenges that the ministry of preaching is facing in the contemporary Christian church, as well as proposed solutions (narrative, inductive preaching, etc.), and the implications for pastoral preaching in the local congregation. GR
• MMSP 613 - Equipping the Laity in a Hispanic/Latino Context

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  3 hours
  The purpose of this course is to develop learners who a) effectively live a disciplined lifestyle; and b) are empowered to plan and implement disciple-making strategies. The model is Jesus, whose purpose was to make disciples and whose disciples continued to focus on this purpose. At the heart of their life and work is Christian community, living and ministering as the Body of Christ, where each has an important role. Using Ephesians 4 as the base, the class will examine the paradigm of pastor as equipper/coach and laity as unpaid servants engaged in the work of the ministry. GR
• MMSP 614 - Hispanic/Latino Leadership

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  3 hours
  This course examines the role of culture and cultural dynamics in the selection, emergence and functioning of leadership. Primary attention will be given to theories and models that explain the Hispanic/Latino leadership dynamics in multicultural contexts in the United States and Canada and the implications for the church. GR
• MMSP 620 - The Hispanic/Latino Church in USA/Canada

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  3 hours
  The origin, development, and strengthening of the Hispanic/Latino Church in the United States and Canada is discussed. Discussions will focus on key historic time periods with the purpose of understanding the character, organization and ministry styles, patterns of expansion, and the implications for the future ministry of the church. GR
• MMSP 630 - Theology of Ministry

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  3 hours
  The purpose of this course is to understand the significance of theologically formed patterns of ministry and pastoral leadership and to develop styles of ministry that show biblical teachings of what makes leadership ‘Christian’ – service. Special attention will be given to the issues of ecclesiology as they relate to theological leadership. This course may be repeated with different subtitle. GR
• MMSP 631 - Hispanic Theological and Social Ethics

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  3 hours
  This course is an introduction to the history, culture, economics, and politics of the Hispanic/Latino presence in the United States and Canada, through studying the main Hispanic/Latino key themes, methods of recent theological articulation that emerge in the religious life, shared experiences, and struggles of Latinos and Latinas in the United States and Canada. The course will assist in developing practical applications and tentative responses in welcoming and reaching out to Hispanics in the United States and Canada in their places of ministry. GR
• MMSP 690 - Masters Project

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  3 hours
  This course is a culminating project designed by the learner in consultation with the project supervisor. It should integrate the learning experience of the program of study into a significant ministry application. GR

Communication

• COM 105 - Oral Communication

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  3 hours
  This course is designed to familiarize participants with the principles of speaking in public and in small groups. The course offers practical application of speaking and listening fundamentals in both formal and informal speaking situations. Special emphasis is provided on discussion techniques and solving problems in small groups.
  GER: Speaking CS

Criminal Justice

• CJS 243 - Introduction to Criminal Justice

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  3 hours
  This introductory course examines the American criminal justice system from the commission of a crime to the release of the offender in the community. The focus of the course will be on the three main components of the system: law enforcement, the courts, and corrections. The nature and relationships of the various criminal justice agencies will be explored in detail, as well as major theoretical concepts, models, and perspectives. CS
• CJS 316 - Corrections

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  3 hours
  This course is an examination of the people, systems, practices, policies, and problems of the correctional community, at the local, state, and federal levels. This course will include an analysis of the historical development of corrections, including community attitudes and resources, treatment programs, trends, and changes in the field, based on the philosophies of state and national governments. Various sentencing options, including the death penalty, will also be examined. CS
• CJS 325 - Police and Society

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  3 hours
  This course will examine the philosophy, history, and agencies of law enforcement at the local, state, and federal levels. An analysis of the role and responsibilities of law enforcement in a democratic society will be investigated, as well as such contemporary issues as corruption and brutality. CS
• CJS 350 - Terrorism

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  3 hours
  This course focuses on understanding terrorism. Content covers the historical, political, economic, and global environment and context of threat. Both international and domestic threats are covered along with protocols for reducing or eliminating those threats. Terrorist groups, militant organizations, and individual crime are studied. CS
• CJS 360 - Criminal Procedures

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  3 hours
  This course is an examination of the historical, constitutional, and legal principles applicable to criminal procedure. This course will focus on the procedural aspects of the criminal law pertaining to police powers in connection with the laws of arrest, search and seizure, the exclusionary rule, civil liberties, eavesdropping, confessions, and related decision-making factors. Analysis of such precedent cases as Miranda v. Arizona, Terry v. Ohio, and Escobedo v. Illinois will also be pursued. CS
• CJS 373 - Criminology

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  3 hours
  The focus of this course is on the causation of crime and delinquency. Classical, biological, psychological, and sociological theories of crime causation will be explored, as well as violent, property, white-collar, organized, and public order crimes. An examination will also be made of the extent and measurement of crime, delinquency, and victimization. CS
• CJS 380 - Fundamentals of Emergency Management

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  3 hours
  This course is an introduction to the construct and practice of homeland security and domestic preparedness. Preparedness and management of local, state, and national emergencies, disasters and threats will be discussed. Content will include emergency preparedness, first responders, personnel management and incident management. CS
• CJS 393 - Criminal Law

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  3 hours
  This course will examine the historical, constitutional, and legal principals applicable to substantive criminal law. This course will focus on an analysis of the definition of criminal law, elements of the major crimes, general principles of criminal responsibility, punishment, and the conditions or circumstances that may excuse an individual from criminal liability or mitigate the punishment. Legal reasoning, research, and case analysis will also be examined as well as the limitations of the criminal law. CS
• CJS 394 - Juvenile Justice

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  3 hours
  This course focuses on the role of delinquent minors in the juvenile and criminal justice systems. This involves an examination of theories of juvenile delinquency and an examination of the problems of juveniles: family issues, economic issues, school issues, risk and protective factors in delinquency, juvenile rights and responsibilities, drugs, and gangs. Institutions and programs that serve juveniles will also be examined. CS
• CJS 440 - Human Trafficking

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  3 hours
  This course will focus on international and domestic human trafficking. Human trafficking victims include men, women and children who are subject to sexual exploitation or forced labor. This course will analyze human trafficking through research, enforcement issues, laws and presentations. CS

Driver Education

• DRED 500 - Introduction to Driver Education

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  3 hours
  Introduces safety problems related to the use of the highway transportation system. Current rules and regulations governing driver education will be taught. Additional learning activities will focus on the traffic problems novice drivers may encounter during their driving experiences. Emphasis is placed on risk awareness (distracted and aggressive driving). Issues involved in the administration, organization and evaluation of a driver education program will be introduced. Designing a parent/teen orientation night and procedures for obtaining an instructional permit will also be included. GR
• DRED 502 - Advanced Laboratory Driver Education

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  3 hours
  The course provides candidates with laboratory, multi-car range and on-road teaching experiences. Safe driving skills and attitudes needed in the operation of a motor vehicle plus emergency procedures and evasive actions will also be taught from behind-the-wheel perspective in relation to the capabilities and limitations of the driver and the vehicle. GR
• DRED 503 - Teaching Driver Education in the Classroom

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  3 hours
  The course provides driver education information which will prepare the candidate to teach driver education in a classroom setting. Learning activities will focus on preparing the driver education teacher with appropriate classroom teaching skills. Organizing a classroom setting with regard to course content, maintaining a learning environment, developing instructional modules, the use of technology and evaluation methods will be included. GR
• DRED 504 - Behind-the-Wheel Advanced Methods

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  3 hours
  The course is designed to prepare the candidate to use various methods in teaching operational skills concerning safety-related issues to the novice driver. Candidates receive instruction in the area of lesson planning and development of learning experiences related to driver education safety issues plus the development of activities for prospective student drivers in behind-the-wheel, simulation, and multi-car range situations. GR
• DRED 506 - Safety Issues Related to Alcohol and Other Drugs

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  3 hours
  The course is designed to provide information for driver education instructor candidates that will prepare them to address substance use/abuse with students as it applies to drive education issues. Candidates will explore issues such as legal consequences of alcohol and drug use/abuse as it impacts driving and licensing, basic alcohol, drug pharmacology, and the application of critical thinking and problem solving skills concerning methods used to incorporate drug education into driver education programs. GR
• DRED 507 - Safety Education on the Highway

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  3 hours
  Explores the principles and applications of injury prevention and safety. Topics include railroad crossing safety, motorcycle safety, safe driving practices used in construction zones and during adverse conditions, school zone safety, safety as it applies to nature’s laws, safe road sharing practices, emergency maneuvers, vehicle maintenance and safe vehicle operation in different driving arenas (city, country, interstate). GR
• DRED 508 - Driver Education for Students with Disabilities

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  3 hours
  The course is designed to provide information and resources which will prepare driver education instructor candidates to address issues and accommodations related to teaching students with disabilities how to drive safely.  Candidates will explore topics associated with the challenges related to driving with disabilities, locate information related to specific developmental disabilities and their impact on the novice driver, develop a resource base of information concerning driving strategies to be used in teaching students with disabilities, identify driving adaptations necessary to accommodate the individual challenges of students with disabilities, evaluate adaptive driving products, implement teaching techniques used to address accommodations necessary to assist students with disabilities, and provide information to parents of students with disabilities concerning parent directed intervention materials used to conduct effective supervised driving practice. GR

Economics

• ECN 101 - Introduction to Business Economics

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  3 hours
  This course is an introduction to those elements of economic analysis that are the most relevant to business decision-making. Major topics include supply and demand, opportunity cost, comparative advantage, and the differing forms of market structure. This contemporary view of economics also includes topics such as fiscal policy, monetary policy, global economics, and key economic indicators. CS
• ECN 305 - Economic Systems

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  3 hours
  This course explores economic theories and tools and how they are applied to business. It investigates the principles and concepts of microeconomics and macroeconomics. The course introduces microeconomic analysis applied to practical business problems and decision-making and on monetary and fiscal policies that affect industries, markets, and firms. CS

Education

• EDUC 607 - Educational Research: Principles and Practices

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  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

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  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

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  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

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  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

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  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

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  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 P-12 students in the classroom; and critique new ideas and proposals related to applied learning. GR
• EDUC 647 - Assessing for Student Achievement

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  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

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  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

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  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

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  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

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  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

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  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

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  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

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  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

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  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

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  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

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  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

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  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

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  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

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  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

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  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

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