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Social Science |
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SSCI 315 - Federal Seminar
1-3 hours
Credit is given for participation in an extended seminar in Washington, D.C., involving lectures, group sessions, and visits to various governmental agencies. Attendance at, and participation in, campus-based class sessions and follow-up activities may also be required. This course may not be applied toward the general education history requirement, nor does it fulfill the teacher education requirements of American history or American government. If taken for 3 credit hours, this course may be applied as an elective for the Business Administration (Management Concentration) major or the Marketing (Management Concentration) major. UG
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SSCI 320 - Urban/Rural America
3 hours
Same as SOCY 320 . UG
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SSCI 390 - Historiography
4 hours
Same as HIST 390 . Prerequisite(s): 9 hours of upper division (300/400 level) history or political science, or approval of instructor. UG
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SSCI 471 - Senior Seminar in Social Science
2 hours
A course to correlate the fields of social science and summarize current problems of society with a view of their possible solutions. The student will be required to apply social science research methods to a topic of interest. Prerequisite(s): SSCI 390 . UG
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Social Work |
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SOWK 200 - Introduction to Social Work
4 hours
Offers students the opportunity to learn about Olivet’s generalist social work program. It is further designed to help students make an educated decision about whether or not to pursue social work as a profession. Students will learn about the nature and mission of social work. They will also be introduced to social work’s history, ethics, values, knowledge base, and skills. Students will learn about career options, licensure, diversity, populations-at-risk, and the relationship of religion and politics to social work. They will also be introduced to social work’s unique person-in-environment perspective. In addition to classroom learning, students are required to perform 30 clock hours of applied learning during the course of the semester. UG
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SOWK 202 - Applied Learning Experience
1 hour
This course is designed for transfer students who have not completed sufficient practicum hours in their introduction to social work courses. It is the same service learning component that those students enrolled in SOWK 200 take as part of their requirements for that course. It requires the student to participate in social service work for a minimum of 30 clock hours over the course of a semester, or about two hours per week. The goals of the course are to (1) enable students to participate in the actual on-site work of social services and to (2) enable students to make a more educated decision about their interest in pursuing further education in social work. Students will be exposed to diverse systems and populations where social workers are employed. UG
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SOWK 213 - Human Behavior and the Social Environment I
3 hours
Human Behavior and the Social Environment (HBSE) I is designed to introduce students to ideas and theories that are fundamental to understanding human behavior. This course is the first of two sequential courses teaching life-span development using a biological, psychological, and social foundation. It uses the ecological and strengths-based perspectives to teach about human development in infants, children, adolescents, and young adults in the context of individual, family, group, organization, and community systems. The course examines the issues of diversity, discrimination, and oppression in human development. Social work ethics are applied. UG
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SOWK 214 - Human Behavior and Social Environment II
3 hours
Human Behavior and the Social Environment (HBSE) II is an extension of HBSE I. HBSE II teaches ideas and theories about human development in adults and the elderly. These stages in the life span are examined from the ecological and strengths-based perspectives across the systems of individual, family, group, organization, and community. The course also examines the issues of diversity, discrimination, and oppression in human development. Social work ethics are applied. UG
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SOWK 310 - Practice I: Skills & Techniques for Working with Individuals
3 hours
For social work majors only. It is the first in a three-course sequence of generalist social work practice courses. The course focuses on generalist social work practice with individuals. It centers on empirical and ethical applications of generalist social work practice. It includes case examples and projects that emphasize the problem-solving process: interviewing, assessment, planning, intervention, evaluation, termination, and follow-up. Diversity, social and economic justice, populations-at-risk, and cultural competence are integrated in the course content. Prerequisite(s): SOWK 200 . UG
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SOWK 311 - Practice II: Skills & Techniques for Working with Groups and Families
3 hours
For Social Work majors only. It is the second in a three-course sequence of generalist social work practice courses. The focus is generalist social work practice with families and groups. It centers on empirical and ethical applications of generalist social work practice. It includes case examples and projects that emphasize the problem-solving process with families and groups, including group dynamics, processes, and roles. Diversity, social and economic justice, populations-at-risk, and cultural competence are integrated in the course content. Prerequisite(s): SOWK 200 . UG
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SOWK 315 - Drugs in Society
3 hours
Same as SOCY 315 . UG
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SOWK 323 - Human Diversity
3 hours
Same as PSYC 323 .
GER: Intercultural Understanding. UG
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SOWK 330 - Social Work with the Aging
3 hours
Designed to assist students in developing the beginning knowledge and skills for effective social work practice with aging clients and their families. Specific areas covered in this course include demographics and attitudinal aspects of aging, social policy, assessment, case management, community services, health care, and long-term care issues. This course will assist the student in developing awareness of potential risk factor indicators within this population, including elder abuse and neglect, mental health, poverty, and substance abuse. UG
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SOWK 332 - Advanced Research & Statistics
3 hours
Same as PSYC 332 . UG
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SOWK 335 - Research Methods for Social Work & Criminal Justice
3 hours
A survey of the research principles and skills in the fields of social work and criminal justice. Topics include a survey of qualitative and quantitative design, sampling, data collection and analysis techniques, and ethical practice. This course is designed to educate students to critically analyze published research for implementation of evidence-based social work and criminal justice practice, as well as to apply research principles to new areas of study. UG
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SOWK 340 - Topics in Social Work
3 hours
This course is designed to address current topics and issues in social work. A study of the historical, theoretical, political, and practical applications will be made for each topic. Course content will include addressing issues related to ethics and diversity in the context of the topic. Prerequisite(s): SOWK 200 . UG
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SOWK 360 - Child Welfare Services
3 hours
Designed to provide students with an overview of child welfare services from a historical, theoretical, and practice perspective. Child welfare services are examined through ethical, empirical, political, and practical applications. Issues of poverty, discrimination, oppression, and social and economic justice are explored in the context of child welfare services. Students will learn basic child welfare competencies and how to ensure safety, permanency, and well-being for children. UG
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SOWK 365 - Crisis Intervention
3 hours
Designed to provide a framework for intervention with individuals, families, groups, and communities in crisis. Ethical, theoretical and practical skills necessary for crisis assessment and resolution will be examined. Specific attention is given to populations-at-risk, including women, ethnic and racial minorities, and persons with disabilities. In addition, issues related to mental and physical health, life transitions, and global matters are studied. Research and evaluation in crisis intervention settings are also presented.
GER: Stewardship. UG
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SOWK 370 - Mental Health Issues in Social Work
3 hours
This course is designed to provide an introductory knowledge of mental health issues affecting the delivery of services to clients in social work practice. Content will include assessment, service plans, treatment options, appropriate interventions, referrals, and multi-disciplinary teams. Issues related to legalities, ethics, diversity, service delivery, and professional collaborations will be addressed. UG
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SOWK 375 - Behavioral Profiling
3 hours
Same as CJUS 375 . UG
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SOWK 380 - Fundamentals of Emergency Management
3 hours
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. UG
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SOWK 383 - Disability
3 hours
A survey of issues related to the impact of physical and developmental disabilities on individuals, families and communities. The course will examine topics related to advocacy for clients with disabilities within school, health care, and mental health care settings. Topics of discussion include chronic illness, developmental disabilities, legislation and policy, psychosocial functioning, and ethical practice. UG
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SOWK 385 - Fundraising, Networking, and Community Engagement
3 hours
Same as BSNS 385 . UG
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SOWK 394 - Juvenile Justice
3 hours
Same as CJUS 394 . UG
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SOWK 400 - Field Placement
10 hours
This course must be taken during the senior year after all other social work courses have been successfully completed. All students enrolling in this course are required to complete SOWK 401 in the semester prior to the planned placement. Special attention is given to placing students in areas of their interest and with agencies where professional supervision and experiences covering a broad spectrum of generalist practice are available. Agencies offering supervision by a professional possessing a Master of Social Work (MSW) degree are preferred. The Social Work Field Coordinator reserves the right to affirm or deny specific placements. UG
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SOWK 401 - Social Work Field Seminar
1 hour
Designed to prepare the senior social work student for the social work field placement program (SOWK 400 ) in the following semester. Orientation to field placement, selection of field agencies, interviewing, professional ethics, resumé writing, and applying for field placement are all part of this preparatory course. Students will meet weekly for one hour. Prerequisite(s): Senior status in social work program. UG
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SOWK 405 - Social Work Field Seminar II
2 hours
A practice seminar for senior social work majors to be taken concurrently with Social Work Field Placement (SOWK 400 ). The knowledge, skills, values, and ethics of social work will be discussed in the context of agency policy and practice. The course uses critical thinking skills to integrate theory and practice. Students in this course will meet bi-weekly for three hours. UG
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SOWK 412 - Practice III: Skills & Techniques for Working with Communities and Organizations
3 hours
For social work majors only. It is the third in a three-course sequence of generalist social work practice courses. It is about generalist social work practice with organizations and communities. It centers on empirical and ethical applications of generalist social work practice. This course will assist the student in building a cognitive framework to identify systems in need of change, the type of change needed, and strategies for bringing about change. This course reviews the social worker in the role of administrator, supervisor, committee participant, program developer, and program evaluator. The social work role in community systems regarding needs assessments, client advocacy, and encouraging consumer participation will be presented. Diversity, social and economic justice, populations-at-risk, and cultural competence are integrated in the course content. Prerequisite(s): SOWK 200 . UG
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SOWK 420 - Practice IV: Skills & Techniques for Working with Policies and Social Systems
3 hours
This class examines the origins of the American welfare state, the making of government policy, issues in social service delivery, the voluntary and corporate sector, income maintenance, health care, mental health, housing policy, employment policy, and international perspectives. Past and present social policy will be examined with a view toward the development of future social policy. Students are presented a format for thinking critically about political and social systems as arenas for culturally competent and ethical social work practice. Prerequisite(s): SOWK 200 . UG
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Sociology |
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SOC 120 - Introduction to Sociology
3 hours
This course aims to provide students an overview of the patterns and dynamics of social life. The work and topics that engage sociologists are investigated. Attention is given to the historical and theoretical development of sociology, common research methods, social behavior, social inequality, social institutions, and social change.
GER: Social Science CS
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SOC 280 - Ethnic Relations
3 hours
This course provides an introduction and analysis of minority groups within the larger American society. Emphasis is given to the interaction patterns between minority and majority groups. Students are encouraged to critically consider how a Christian should respond to issues of diversity and oppression.
GER: Intercultural Understanding CS
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SOCY 120 - Introduction to Sociology
3 hours
This course provides students an overview of the patterns and dynamics of social life and interaction. The work and topics that engage sociologists are investigated. Attention is given to the historical and theoretical development of sociology; commonly used research methods; and issues of socialization, deviance, stratification, inequality, social institutions, and social change.
GER: Social Science. UG
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SOCY 273 - Criminology
3 hours
Same as CJUS 373 . UG
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SOCY 280 - Ethnic Relations
3 hours
This course provides an introduction and analysis of minority groups within the larger American society. Emphasis is given to the patterns of interaction between minority and majority groups from a socio-historical perspective. Students are encouraged to critically consider how a Christian should respond to issues of diversity and oppression.
GER: Intercultural Understanding. UG
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SOCY 305 - Human Sexuality
3 hours
Human sexuality is addressed from social, spiritual, and developmental points of view. Physiological facts, pregnancy stages, relationship issues, and social and historical trends, and more will be discussed. Emphasis will be given to developing healthy sexual attitudes and behaviors.
GER: Stewardship. UG
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SOCY 315 - Drugs in Society
3 hours
Social, psychological, medical, legal, and economic aspects of drug use, misuse, and abuse will be explored. The course is designed to prepare educators and helping professionals for drug education and prevention. UG
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SOCY 316 - Corrections
3 hours
Same as CJUS 316 . UG
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SOCY 320 - Urban/Rural Sociology
3 hours
This course educates students about the transition from rural to urban life that has taken place in the United States and continues to take place throughout the world. Cultural and economic implications of this transition are investigated. The course emphasizes the socio-historical relationship between rural and urban environments. Attention is given to current urban and rural problems - especially to social and economic justice issues including housing issues, zoning laws, and trasportation concerns - as well as to their possible solutions. UG
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SOCY 321 - Social Psychology
3 hours
Same as PSYC 321 . UG
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SOCY 323 - Social Problems
3 hours
The aim of this course is to survey contemporary social problems that plague society and occupy social scientists. Discussion topics will be selected from issues such as poverty, race, crime, addictions, education, aging, demographics, and urban issues. Possible solutions will be explored. UG
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SOCY 330 - Sociology of the Aging
3 hours
Same as SOWK 330 . UG
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SOCY 331 - Basic Research and Statistics
4 hours
Same as PSYC 331 . UG
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SOCY 332 - Advanced Research and Statistics
3 hours
Same as PSYC 332 . Prerequisite(s): SOCY 331 . UG
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SOCY 340 - Sociology of Marriage
3 hours
The course covers issues pertaining to dating, courtship, and marriage relationships. The current state and benefits of marriage are discussed and attention is given to factors that contribute to healthy and stable marriages. Social trends that influence marriage, as well as popular alternatives to marriage, are analyzed.
GER: Stewardship. UG
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SOCY 351 - Sociology of the Family
3 hours
Sociology of the Family addresses important historical changes in the family. Discussion focuses on current sociological trends and debates, factors that contribute to healthy family life, and an analysis of why families matter. Family issues pertaining to childhood, adolescence, and parenthood are covered.
GER: Stewardship. UG
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SOCY 366 - Global Issues
3 hours
Global Issues is a course designed to analyze the phenomenon of globalization and its related issues. Causes, consequences, and possible solutions to relevant problems will be discussed. Sociological analysis, problem solving, and expanding one’s global awareness are integral elements of the course.
GER: Intercultural Understanding. UG
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SOCY 368 - Cultural Anthropology
3 hours
The field of cultural anthropology is surveyed with the purpose of learning more broadly about human beings and their activities. In doing so, this course will provide students with an appreciation for other cultures, as well as their own. Variation among cultures is highlighted, giving particular attention to what we can learn about humanity from cultural groups throughout history and around the world.
GER: Intercultural Understanding. UG
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SOCY 374 - World Food Problem
3 hours
Same as FACS 335 .
GER: Intercultural Understanding. UG
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SOCY 381 - Sociology of Religion
3 hours
Classical and contemporary approaches to the sociological study of religious issues are discussed in detail. Emphasis is given to how sociologists conceptualize, analyze, and explain various religious phenomena, giving particular attention to the religious landscape of the United States. Offered alternate years. UG
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SOCY 394 - Juvenile Delinquency
3 hours
Same as CJUS 394 . UG
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SOCY 440 - Selected Topics in Sociology
3 hours
From time to time, special areas of research or interest are investigated by a professor and deemed appropriate and relevant as a developed course. By nature, then, the course is offered periodically and usually on a one-time basis. The particular topic will be noted in the schedule of courses when the course is offered. UG
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SOCY 460 - Readings in Sociology
1-3 hours
Independent and in-depth study of a chosen topic of interest in sociology under the direction of a sociology faculty member, culminating in a written paper. This capstone course is designed primarily for senior sociology majors, and requires faculty permission. UG
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SOCY 483 - Social Theory
3 hours
This course provides an advanced understanding of the dominant thoughts, traditions, and individuals that contributed to the development of sociology. Major ideas from both classical and contemporary theorists are discussed. These ideas are used to analyze current social issues. Prerequisite(s): SOCY 120 , plus six additional hours of upper-division sociology. UG
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SOCY 489 - Senior Research
3 hours
Senior research provides students the opportunity to draft an original research project and begin doing the work of a sociologist. A step-by-step process is followed that encourages independent investigation with faculty supervision. Prerequisite(s): Sociology major with senior standing. UG
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SOCY 496 - Sociology Seminar
1 hour
This capstone course is required of all sociology majors. It includes a series of lectures, panel discussions, guest speakers, and other activities designed to address current issues in sociology and to prepare students for future success. Career options, graduate programs, and general life choices beyond the university will be addressed. UG
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Spanish |
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SPAN 110 - Spanish for Specific Professions
3 hours
This introductory course will aid students in gaining basic knowledge of Spanish in the professional context. Possible sections could be Language for Health Care, Language for Social Work, Language for Criminal Justice, etc. UG
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SPAN 111 - Elementary Spanish I
4 hours
A comprehensive elementary course that includes grammar, pronunciation, oral practice, written composition, and culture. UG
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SPAN 112 - Elementary Spanish II
4 hours
An intermediate-level course which is a continuation of SPAN 111 with an additional emphasis on reading. Prerequisite(s): SPAN 111 or two years high school Spanish. UG
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SPAN 211 - Intermediate Spanish I
3 hours
Grammar review and speaking, listening and reading practice. Prerequisite(s): SPAN 112 or 3 years of high school Spanish. UG
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SPAN 212 - Intermediate Spanish II
3 hours
A continuation of Intermediate Spanish I with increasing focus on the more complex aspects of Spanish grammar. Speaking, listening, and reading practice are an integral part of course work.
GER: Modern Laanguage. Prerequisite(s): SPAN 211 . UG
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SPAN 250 - Spanish Proficiency Lab I
0 hours
A laboratory for the assessment of language learners’ oral proficiency in the Spanish language. Students will complete the Oral Proficiency Interview in order to gauge their current proficiency. Those who reach the target proficiency level of at least Intermediate-Mid will submit evidence of their proficiency (a copy of their official OPI certificate) and will not be required to complete additional laboratory work. Those who do not attain the target proficiency level of Intermediate-Mid will be required to complete a series of proficiency-building exercises with the Spanish tutors. Students are responsible for the cost of completing the OPI. To be taken concurrently with SPAN 212 . UG
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SPAN 284 - Spanish Phonetics
2 hours
A study of the phonetic system and phonology of the Spanish language with emphasis on practice and application. The knowledge of common phonological processes in Spanish will help to improve pronunciation and comprehension of Spanish. Prerequisite(s): SPAN 112 or 3 years high school Spanish. UG
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SPAN 321 - Spanish Culture and Civilization
3 hours
A survey of Spanish history, geography, and institutions intended as a background for literary studies and as preparation for teaching Spanish. Prerequisite(s): SPAN 212 . UG
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SPAN 322 - Latin American Culture and Civilization
3 hours
A survey of Latin American history, geography, and institutions intended as a background for literary studies and as preparation for teaching Spanish. Prerequisite(s): SPAN 212 . UG
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SPAN 334 - Spanish Linguistics
3 hours
An introduction to Spanish syntax, morphology, phonetics, and semantics. Attention is also given to the relationship between the linguistic elements of the language and effective communication in Spanish. Prerequisite(s): SPAN 212 UG
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SPAN 341 - Advanced Spanish Conversation
3 hours
A course designed to develop the student’s fluency and self-confidence in expressing ideas in grammatically and phonetically correct Spanish through the discussion of reading selections and contemporary topics. May be taken twice for credit. Prerequisite(s): SPAN 321 , SPAN 322 , or consent of instructor. UG
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SPAN 345 - Advanced Spanish Composition
3 hours
A course designed to develop the student’s ability to write clearly, accurately, and effectively in Spanish. Some attention will be given to grammar review and vocabulary development, and extensive practice in writing in a variety of contexts will be required. Prerequisite(s): SPAN 321 , SPAN 322 or consent of instructor. UG
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SPAN 361 - Spanish Literature
3 hours
Spanish literature from Poema del Cid through the 20th century. A survey course that includes a history of the literature and the reading of selected works representative of the various periods. Offered alternate years. Prerequisite(s): SPAN 345 . UG
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SPAN 362 - Latin-American Literature
3 hours
Latin-American literature from the Conquistadores through the 20th century. A survey course that includes a history of Latin-American literature and the reading of selected works representative of the various periods. Offered alternate years. Prerequisite(s): SPAN 345 . UG
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SPAN 425 - Spanish Proficiency Lab II
0 hours
A laboratory for the assessment of language learners’ oral proficiency in the Spanish language. Students will complete the Oral Proficiency Interview in order to gauge their current proficiency. Those who reach the target proficiency level of at least Advanced-Low will submit evidence of their proficiency (a copy of their official OPI certificate) and will not be required to complete additional laboratory work. Those who do not attain the target proficiency level of Advanced-Low will be required to complete a series of proficiency-building exercises with the Spanish tutors. Students are responsible for the cost of completing the OPI. To be taken concurrently with SPAN 495 . UG
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SPAN 450 - Introduction to Interpretation and Translation
3 hours
Students will learn the processes involved in interpreting and translating. Extensive practice in a variety of interpreting situations working with native speakers. Prerequisite(s): SPAN 341 , SPAN 345 , and SPAN 498 or consent of instructor. UG
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SPAN 486 - Topics in Spanish Studies
1-3 hours
The student may select an area of special interest to work on independently. A plan of study will be agreed upon with the instructor. This plan may include Spanish phonetics, advanced readings in Spanish or Latin-American literature, or other similar projects. May be repeated for credit. Prerequisite(s): permission of instructor. UG
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SPAN 495 - Senior Seminar
1 hour
A course intended to help transition students from college life to their lives beyond college. Topics will focus on career plans (graduate school, future employment opportunities, résumé preparation), ethical issues graduates face, and working with immigrant populations. All students will have their speaking and listening proficiency evaluated as a part of this course. Students must be classified as seniors to take this course. UG
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SPAN 498 - Study Abroad
8 hours
Students must submit a plan of study of at least six weeks to be approved in advance by the department. In addition, all students will be required to complete a virtual portfolio. UG
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Special Education |
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SPED 201 - Characteristics of Students with Disabilities
3 hours
Candidates will examine characteristics of individuals identified with disabilities, including levels of severity and their influence on development, behavior and learning. This course will address state and federal regulations; issues and trends in schools including, health care needs, sensory processing, motor development, and self-care skills; school/home/employment partnerships and transition procedures. Students will identify assessment and evaluation requirements and understand the process of writing Individualized Education Programs and transition plans. UG
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SPED 311 - Methods of Intervention for Students with Disabilities
4 hours
This course provides teacher candidates the opportunity to master information about methods of interventions for students with disabilities. Teacher candidates will demonstrate mastery for adapting general education curriculum based on individual learner needs. An emphasis is placed on examining the academic, social and vocational needs of individuals and their transitional needs from pre-school to a post-secondary level. Teacher candidates will create lesson plans based on the goals and objectives of students with disabilities. A focus of this course is to adapt materials and incorporate technology into all aspects of instruction for students with disabilities. This course includes a field experience. Satisfactory completion of field experiences are to be completed concurrently in EDUC 175 , EDUC 275 , or EDUC 375 . Prerequisite(s): EDUC 140 , EDUC 195 , EDUC 200 , EDUC 280 and EDUC 376 . UG
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SPED 312 - Literacy/Language Intervention Methods
3 hours
This course provides a platform for candidates to explore methods of instruction and intervention to support the language and literacy development of students with exceptional learning needs. Competencies acquired will include the ability to meet students’ diverse learning needs through designing lessons in reading and language arts, analyzing and solving curriculum, instruction, and assessment problems, and evaluating the literacy needs of individual learners. Additionally, candidates will acquire the knowledge needed to modify instruction with special focus on assessment and program design for individuals who use augmentative or alternative communication systems. This course includes a field experience. Satisfactory completion of field experiences are to be completed concurrently in EDUC 175 , EDUC 275 , or EDUC 375 . Prerequisite(s): EDUC 140 , EDUC 195 , EDUC 200 , EDUC 280 and EDUC 376 . UG
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SPED 316 - Using Assessment to Inform Instruction
3 hours
Accurate assessment and diagnosis guides the curriculum and instruction in the classroom for students with special needs. It also enables the special education teacher to effectively identify student strengths and weaknesses, target developing skills, and foster academic growth. Teacher candidates engage in the examination of the major principles of assessment; demonstrate understanding of the legal aspects of the evaluation of students with special needs; as well as analyze, select, and interpret appropriate assessments for students with special needs. Candidates also develop understanding of norm-referenced and curriculum based assessments and how such tests can be used in establishing student goals and benchmarks. This course includes 10 hours of field experience. Prerequisite(s): EDUC 140 , EDUC 195 , EDUC 200 , EDUC 225 , EDUC 280 . EDUC 376 is recommended. UG
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SPED 321 - Emotional and Behavioral Supports
3 hours
This course provides a platform for teacher candidates to explore the educator’s role in supporting students’ emotional wellbeing and growth in social skills. Competencies acquired will include assessing learning environments, conducting functional behavior analyses, writing and monitoring behavior goals and plans, and intervening with students in crisis. Teacher candidates will also acquire knowledge in basic classroom management methods, conflict resolution strategies and fostering positive learning environments. Adapting learning environments and routines to meet students’ needs and legal/ethical considerations will also be addressed. Special focus will be paid to the emotional development and behavioral needs of students with disabilities. This course includes a field experience. Satisfactory completion of field experiences are to be completed concurrently in EDUC 175 , EDUC 275 , or EDUC 375 .
GER: Stewardship. Prerequisite(s): EDUC 140 , EDUC 195 , EDUC 200 , EDUC 280 and EDUC 376 . UG
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SPED 331 - Collaboration for Students with Disabilities
2 hours
This course overviews effective collaboration strategies between all members of the educational team. Candidates are given the opportunity to research the full continuum of supports for children and adults with disabilities, within the school environment and the larger context of the community. Candidates will also research all members’ roles within the decision making process. Special focus will be paid to rights and responsibilities of all members of the educational team, theory and elements of effective collaboration, data collection and analysis and developing an effective learning climate within the school environment. Satisfactory completion of field experiences are to be completed concurrently in EDUC 175 , EDUC 275 , or EDUC 375 . Prerequisite(s): EDUC 140 , EDUC 195 , EDUC 200 , EDUC 280 and EDUC 376 UG
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SPED 457 - Professional Reflection, Leadership and Longevity in Special Education
2 hours
This is a culminating course focusing on previous knowledge gained and its implementation in student teaching. Links between historical perspectives, legislative and litigative history, theory of special education and candidate’s personal teaching philosophies will be determined. Candidates engage in reflection and self-evaluation of teaching experience. The importance of collaboration with cooperating teacher and paraprofessional(s) will also be discussed. Life-long learning will be supported as candidates actively seek opportunities to grow professionally. Candidates will be educated on signs of student emotional distress, abuse, and neglect and reporting procedures will be outlined. All candidates participating in seminar process will share, analyze, and extend their student teaching experience. Prerequisite(s): SPED 316 . Corequisite(s): SPED 483 . UG
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SPED 483 - Student Teaching Special Education
12 hours
During their final semester, candidates will work with one cooperating teacher for a 60-day period. During this semester, candidates will assume all of the responsibilities normally included in their cooperating teacher’s workload. An Olivet faculty supervisor will meet with each candidate during this semester at least seven times to review lesson plans, pedagogical concerns, and student progress, as well as to problem solve with teacher candidates as issues arise. Prerequisite(s): SPED 316 . Corequisite(s): SPED 457 . UG
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SPED 601 - Characteristics of Students with Disabilities
3 hours
Candidates will examine characteristics of individuals identified with disabilities, including levels of severity and their influence on development, behavior and learning. This course will address state and federal regulations; issues and trends in schools including, health care needs, sensory processing, motor development, and self-care skills; school/home/employment partnerships and transition procedures. Students will identify assessment and evaluation requirements and understand the process of writing Individualized Education Programs and transition plans. Prerequisite(s): EDUC 749 . GR
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SPED 611 - Methods of Intervention for Students with Disabilities
4 hours
This course provides teacher candidates the opportunity to master information about methods of interventions for students with disabilities. Teacher candidates will demonstrate mastery for adapting general education curriculum based on individual learner needs. An emphasis is placed on examining the academic, social and vocational needs of individuals and their transitional needs from pre-school to a post-secondary level. Teacher candidates will create lesson plans based on the goals and objectives of students with disabilities. A focus of this course is to adapt materials and incorporate technology into all aspects of instruction for students with disabilities. This course includes 20 hours of clinical experience. Prerequisite(s): SPED 601 . GR
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SPED 616 - Using Assessment to Inform Instruction
3 hours
Accurate assessment and diagnosis guide the curriculum and instruction in the classroom for students with special needs. Using assessment to inform instruction enables the special education teacher to effectively identify student strengths and weaknesses, target developing skills, and foster academic growth. Candidates engage in the examination of the major principles of assessment; demonstrate understanding of the legal aspects of the evaluation of students with special needs; as well as analyze, select, and interpret appropriate assessments for students with special needs. Candidates also develop understanding of norm-referenced and curriculum based assessments and how such tests can be used in establishing student goals and benchmarks. This course includes 10 hours of clinical experience. Prerequisite(s): SPED 611 . GR
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Teacher Leader Education |
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TLED 605 - The E.L.L. Student in the K-12 Mainstream: Accommodating through Awareness
3 hours
Whether instituted by federal, state, or local mandates, the inclusion of E.L.L. (English Language Learner) students into the U.S. K~12 mainstream is a reality within our schools. This course is designed to provide the K~12 mainstream teacher with two major skill sets: 1) the knowledge and tools necessary to accommodate the E.L.L. student’s English-language-learning needs inside and outside of the classroom; and 2) the teacher-leadership skills necessary to function in the capacity as both an educator and leader within the community, the family, the school, the classroom, and the profession.
The tools are practical; include components that allow for feedback regarding the on-going assessment of the tools themselves, and are utilized by the teachers, the student, and by the student’s family who are viewed as an extension of the classroom-learning environment. This course reaches beyond general TESL strategies by providing accommodations so the learner can attain English while studying in the content areas at school with supportive measures at home. Accommodation through awareness of cultural differences and similarities is the foundational theme upon which the tools are built. The workings of this topic are applied universally to the daily encounters the mainstream teacher, and the E.L.L. students and the family have with the student’s English-language-learning. This explorative theme will be implemented also into the areas of assessment, instructional principles and practices, and resources as they apply to accommodating E.L.L. students in the K~12 mainstream. This course includes a 10-hour practicum experience during which theory is applied to practice. Candidates must complete their practicum requirements in schools with a diverse population. GR
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TLED 738 - Leadership in Education
3 hours
Teacher leadership is not an event, but a process which encompasses studying, practicing, and developing leadership skills and competencies such as the development of knowledge, abilities, and dispositions necessary for effective and ethical leadership that are essential for school improvement efforts. The teacher leadership candidates examine the principles and techniques required of teacher leaders. In addition, this course explores the expansion of the teacher role from the classroom to the school community. Teacher leaders focus on research and best practices in leadership, the study of leadership frameworks and models of shared governance, professional accountability, and leading collaborative teams in setting results-oriented goals. This course includes a 10-hour practicum experience during which theory is applied to practice. Candidates must complete their practicum requirements in schools with a diverse population. GR
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TLED 771 - Data-Focused Assessment and Evaluation
3 hours
Collecting, analyzing, and using data for creating change is a major component of the informational age. The teacher leadership candidates learn the difference between a data-driven and data-focused approach to assessment and evaluation. The course explores how to match the types of data with specific need for information. Teacher leaders learn to analyze and interpret data around school culture, working and learning settings, and school climate. The course examines how data-focused assessments build support for student achievement and school improvement. The teacher leadership candidates engage in the multiple techniques for gathering and analyzing data, evaluating the validity, and the methods for collaborative review. This course includes a 10-hour practicum experience during which theory is applied to practice. Candidates must complete their practicum requirements in schools with a diverse population. GR
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TLED 772 - Understanding Diverse Student Populations
3 hours
The learning environment continues to become diversified due to changes in student’s neurological wiring, mobility, family configuration, immigration, and socio-economic status. The teacher leadership candidates examine current knowledge about, and resources available to make modifications for K-12 students in the regular classroom who have exceptionalities arising from disabilities, giftedness, and differences in culture and/or language. As a result, teacher leaders learn how to build school culture that focuses on student outcomes. This course also provides opportunities for analysis of everyday situations and the impact of instructional models and practices on the teaching and learning processes. This analysis includes a focus on gender, ethnicity, race, religion, socio-economic status, and parents/family. In addition, teacher leaders learn to utilize the Social and Emotional Learning Standards to improve the learning environment. This course includes a 10-hour practicum experience during which theory is applied to practice. Candidates must complete their practicum in schools with a diverse population. GR
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TLED 773 - Foundations in Reading
3 hours
The TLED 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. 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. This course includes a 10-hour practicum experience during which theory is applied to practice. Candidates must complete their practicum requirements in schools with a diverse population. GR
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TLED 783 - Differentiated Instruction: Assessment and Instructional Strategies
3 hours
Differentiated instruction is a philosophical approach to teaching and learning which embraces the belief that all students can learn through curriculum, instruction, and assessment designed to maximize the potential of each individual. Participants learn to create an environment which meets the needs of an increasingly diverse population of students with varied abilities while addressing challenging state standards at the same time. This course will focus on the meaning of differentiation, ways to effectively implement it in the classroom through strategies that work, and means by which to lead and manage a differentiated classroom to fit the individual needs of each student. This course includes a 10-hour practicum experience during which theory is applied to practice. Candidates must complete their practicum requirements in schools with a diverse population. GR
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TLED 795 - Building Collaborative Community Partnerships
3 hours
Schools and their leaders cannot create effective and lasting change without the support of the community. It is imperative that all levels of leadership in the school build collaborative relations with all of the constituents of the school community. The teacher leadership candidates examine the theory, research, and best practices relating to school, family, and community partnerships. This course also explores the different types of partnerships, challenges to developing school-based partnership programs, the components of effective partnership programs that enhance student performance and success, and how to evaluate their effectiveness to achieve the over-arching goal of school improvement. This course includes a 10-hour practicum experience during which theory is applied to practice. Candidates must complete their practicum requirements in schools with a diverse population. GR
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TLED 805 - Professional Development for Continuous Improvement of Teaching and Learning
3 hours
Teacher leaders evaluate effective models of professional development and apply them to the teaching and learning needs identified in their schools. They understand the needs of new teachers and facilitate induction and mentoring programs to enhance skills to improve student outcomes. They learn to observe instruction and provide constructive feedback through teacher evaluation models and training; they learn effective coaching and mentoring strategies; and they learn to design and provide professional development for their colleagues. This course includes a 10-hour practicum experience during which theory is applied to practice. Candidates must complete their practicum requirements in schools with a diverse population. GR
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Theology |
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THE 300 - Faith and Contemporary Issues
3 hours
This course is designed to expand understanding of the content of Christian faith, its historical development, and its expression in ethical living. Learners explore major religious traditions in Christian history, including their own, compare the major ecumenical and Protestant confessions of faith, and examine Biblical foundations of Christian doctrine and lifestyle. This course is required of all students and, in part, meets the general education requirement for Christianity.
GER: Christianity CS
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THE 310 - Christianity & Culture
3 hours
Since its earliest days, Christianity has been impacted by the surrounding culture. As a result, while its basic tenets have remained unchanged, the practice of the Christian faith has changed over the centuries. The Christianity and Culture course will examine Christianity’s foundational beliefs and practices, and the impact today’s culture has on those practices. Attention will be given to the Church, Christian worship, and the interpretation of Scripture, focusing on relevant scriptural texts that guide the lifestyle choices of today’s Christians.
GER: Christianity CS
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THEO 110 - Introduction to Christianity
3 hours
This course provides an introduction to the history and thought of Christianity. It surveys the major developments in Christian history, noting how these developments gave rise to various Christian traditions, many of which still exist today. Particular attention will be given to the teachings of Christianity, including their historical and ecclesial contexts and their development up to the present. GER: Christianity UG
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THEO 272 - History, Missions, and Polity of the Church of the Nazarene
3 hours
This course covers three related topics: (1) a selective historical study of the world regions of the Church of the Nazarene, with primary emphasis upon the U.S. regions; (2) a review of the World Mission division and a discussion of internationalization and its implications; and (3) a concentrated examination of the Manual of the Church of the Nazarene, with focus on the government of the Church at its various administrative levels and consideration of the denomination’s distinctive identity. UG
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THEO 310 - Christian Theology I
3 hours
An introduction to theological thinking and the classical teachings of the Church regarding the Christian faith. This will include an exploration of the development, meaning and relevance of doctrinal authority, doctrine of God, creation, the Trinity, and the work and person of Jesus Christ (especially of the Wesleyan tradition), classical and contemporary modes of thought, and the meaning of theological thinking for the student and the Church. UG
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THEO 320 - Christian Theology II
3 hours
An introduction to theological thinking and the classical teachings of the Church regarding the Christian faith. This will include an exploration of the development, meaning and relevance of the work and person of Jesus Christ, the person and work of the Holy Spirit (especially the Wesleyan understanding of sanctification), the Church, sacraments and eschatology (especially as they relate to the Wesleyan understanding of sin and salvation). This course will focus its attention on the witness of Scripture, the historic testimony of the Church (especially of the Wesleyan tradition), classical and contemporary modes of thought, and the meaning of theological thinking for the student and the Church. Prerequisite(s): THEO 310 . UG
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THEO 330 - Introduction to Christian Ethics
3 hours
Same as PHIL 330 . UG
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