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Nursing |
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MSN 570 - Advanced Health Assessment (4)
This course builds on basic health assessment concepts and skills. Further development of holistic health assessment, history taking, interviewing, and physical assessment skills for accurate analysis and decision making will be promoted. Students will be assigned laboratory and clinical sessions that will be scheduled and facilitated by faculty and advanced practice nurses/physicians. In-class sessions = 2 credit hours; Out-of-class assignments including laboratory and clinical = 2 credit hours. Year One-Summer Semester.
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MSN 601 - Advanced Practice Nursing (3)
This course is the first of two courses (MSN 601 and MSN 665) that address the practice by APNs. The course examines broad and important aspects of advanced practice nursing including the individual APRN entry points. Important components of advanced practice nursing are presented including care delivery, scholarly-based practice, the conduct of research, and the teaching of client, families, consumers, colleagues, and nursing students. Guest speakers are invited to discuss their practices as APNs. In-class and online sessions = 3 credit hours. Year One-Summer Semester.
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MSN 611 - Health Systems: Managed Care (2)
This course describes and evaluates the health care system. This is accomplished through an analysis of concepts related to the health care system. Concepts include the organizational structure; strategic planning; financial sources and management; process and outcomes; culture; mission, philosophy, and vision; delivery models; technology; environment; personnel; consumers; etc. Presentations are made as each student group studies one health care agency within its health care system. Attention is given to the management of health care delivery and the reimbursement systems for services provided by APNs. In-class sessions = 2 credit hours. Year Two-Fall Semester.
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MSN 622 - Evaluation: Theory and Application (2)
This course introduces models of program evaluation. Included topics are research evaluation; standards and criteria for evaluation; and the purpose, context, tools, and design of selected evaluation models. Consideration is given to the development and implementation of an evaluation for a defined program. Enrollment and course offering needs approval by the Dean of the School of Nursing and Health Sciences.
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MSN 650 - Nursing Seminar (1-4)
A seminar class designed to address specific roles for advanced practice nurses such as teaching and higher education, the investigation of a selected population and health care, and an interdisciplinary class that combines nursing with another discipline such as counseling, business, and ministry. Enrollment and course offering needs approval by the Dean of the School of Nursing.
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MSN 665 - Professional Role: Advanced Practice Nurse (2)
This course is the second of two courses (MSN 601 and MSN 665) addressing the practice of APNs. It reviews the legal obligations of APNs, skills for seeking and obtaining employment as an APN, the arenas available for continuing learning (informal and formal), and preparations for certification(s). In-class and online sessions = 2 credit hours. Year Two-Spring Semester.
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MSN 690 - Project I (1)
This course is the first of three courses required of all MSN students as they pursue and complete a research study. An opportunity is present for the student to continue with a proposed area of study required in the MSN 560 Research Methodology course. Students will meet on a regular basis with their faculty advisers with the initial meeting to be conducted prior to the summer semester of Year One. At the initial meeting the student and adviser will discuss the proposed research of the MSN 560 course and agree to the topic of study. During the first appointment scheduled in the summer semester course materials are reviewed and a schedule is completed including student-adviser appointments, due dates for assignments, and a process whereby work is submitted and feedback is provided. The student and adviser discuss the thesis and project formats. Year One-Summer Semester.
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MSN 693 - Project II (1)
This second project course oversees the completion of the study including the collection and analysis of data for the thesis option and the implementation and evaluation for the project option. At the first student and adviser appointment for this course, the overall requirements for the course are reviewed. A schedule is made in order for students to abide by the due dates. Year Two-Fall Semester.
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MSN 694 - Project III (2)
The initial meeting for this course has the student and adviser scheduling the final report copy including the signature page and the selection of final copy binding. Student and adviser determine the method by which the study is shared with colleagues. The final approval by the adviser is received and a signature designating this requirement has been met by the student in preparation for graduation. If the research project is not completed within this semester, the student must register for an additional credit hour the following semester/s until the project is completed. Year Two-Spring Semester.
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MSNF 685 - Internship I (2)
This course focuses on health promotion, health protection, and disease prevention for clients throughout the lifespan. The course will assist students to develop a professional practice founded on the knowledge of family theory, family health assessment skills, knowledge of models of health, community assessment, cultural diversity, and epidemiology. Students will be introduced to advanced critical thinking along with the skills, procedures, and diagnostic reasoning ability needed by the advanced practice nurse who is a family nurse practitioner. In-class sessions = 1 credit hour. Clinical assignments = 1 credit hour (64 clock hours). FNP students. Year Two-Fall Semester.
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MSNF 686 - Internship II (8)
In this internship course students will gain didactic and clinical knowledge about health protection, disease prevention, and disease treatment. Students will expand their knowledge of approved procedures, skills, critical thinking, and diagnostic reasoning for the adult and elderly client from diverse populations. Students will develop skills for collaboration with multidisciplinary teams and effective utilization of community resources. Students will work with preceptors to assume the responsibility for management of patient health/illness status. Clinically students will function in the professional role to provide patient teaching, negotiate health care delivery systems, become culturally competent, and maintain nurse- patient relationships. In-class sessions = 4 credit hours; clinical assignments = 4 credit hours (256 clock hours). FNP students. Year Two-Spring Semester.
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MSNF 687 - Internship III (8)
This internship course builds on knowledge from the first two internship courses. Students will develop advanced health assessment skills for the young client (infant, child, adolescent, and female client of childbearing age). Students continue to expand knowledge and develop skills for promoting the growth; development; and health of children, adolescents, and women of diverse backgrounds throughout the lifespan. Didactic and clinical learning will focus on procedures, skills, and diagnostic reasoning required when managing health or altered health/disease states for the client as family from birth through adolescence and for the female client. FNP students will deliver direct patient care with preceptor supervision in two or more clinical settings. Clinically students will continue to function in the professional role to manage health and disease states. In-class sessions = 3.5 credit hours; clinical assignments = 4.5 credit hours (288 clock hours). FNP students. Year Two-Summer Semester.
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Special Education |
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SPED 540 - Criticism of Children’s and Young Adults’ Literature (3)
A critical study of outstanding children’s and young adults’ literature from early times to the present will be done. Selected examples will be evaluated in depth; units and activities will be devised for the examples. Cross-listed with EDUC 540.
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SPED 542 - Reading in the Content Areas (3)
Strategies and competencies for improving students’ reading and studying in the content areas will be stressed. The focus will be on intermediate grades through post-secondary. Students will be asked to design and field test reading procedures in content areas of their choice. A minimum of 20 hours of field experience is required. Cross-listed with EDUC 542.
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SPED 543 - Exceptional Children and Youth (3)
A survey of the characteristics and education of children and youth with disabilities, including etiology, developmental characteristics, evaluation, and educational programming. Legal issues and collaborative practices are emphasized. Ten field/clinical hours required.
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SPED 544 - Phonics and Structure of English Language (3)
Knowledge of the principles and practices of teaching reading using phonics and phonics as a component of the English language will be emphasized. The development of phonics including terminology, concepts, and historical aspects will be included. Current research related to phonics will be reviewed. Developmentally appropriate instructional programs and teaching materials will be evaluated. A minimum of 20 hours of field experience is required. Cross-listed with EDUC 544.
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SPED 546 - Theory and Practice of the Teaching of Reading (3)
Focuses on the study of theoretical foundations, past and present, for the teaching of reading and how these theories influence classroom practices. Research concerning theory and practice will be emphasized as it concerns emergent literacy and developmental reading. A minimum of 20 hours of field experience is required. Cross-listed with EDUC 546.
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SPED 547 - Language Development and Differences (3)
The study of typical and atypical language development. Topics include normal acquisition of speech and language, developmental milestones, theories related to language acquisition, socio-cultural influences, differences in typical development, language disorders, English Language Learners, and strategies and adaptations to facilitate language development and learner success in the educational setting. A minimum of 20 hours of field experience is required. Cross-listed with EDUC 547.
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SPED 554 - Classroom Management and Motivation (3)
Conceptual models, management methods and strategies, motivation strategies, procedures and routines, legal requirements regarding classroom management, and diversity issues in special education are covered.
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SPED 558 - Characteristics of Learners with Mild/Moderate Educational Needs (3)
This course addresses potential academic effects of mild to moderate disabilities in the following developmental domains: cognitive, perceptual, communication, motor, social-emotional, behavior, and adaptive behavior. Legal requirements for the provision of special education services are reviewed. Prerequisite(s): SPED 543.
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SPED 562 - Interventions for Learners with Mild/Moderate Educational Needs (3)
The focus of this course is on the curricula, methods, and materials used in teaching students with mild to moderate educational needs across the continuum of educational placements. Emphasis is placed on meeting student needs in inclusive settings. Strategies to identify student strengths and needs relative to the requirements of the educational environment/s are presented. IEP goals are identified and lesson plans are developed and adapted to meet the unique needs of students in the identified population. Prerequisite(s): SPED 543, 558.
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SPED 582 - Assessment in Special Education (3)
Includes an overview of the historical, legal, and ethical use of assessment for the screening, referral, evaluation, placement, and programming of students with mild/moderate educational needs. Appropriate application and interpretations of scores, and use and limitations of assessment instruments and services used with exceptional learners are addressed. Basic assessment terminology, cultural differences, and use of technology in assessment are included. Prerequisite(s): SPED 558; EDUC 510.
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SPED 625 - Communication, Collaboration, and Advocacy (3)
This course focuses on factors which promote and strategies that lead to effective communication and collaboration with parents, support agencies, business, and other school and community personnel. The importance of fostering respectful and beneficial relationships among families and professionals in order to advocate for and support the learning of all students is stressed. Topics include communicating effectively, collaboration strategies, effects of culture and poverty, IEP meetings, problem solving, advocacy strategies, and conflict resolution. Ethical and legal practices for confidential and responsible communication are included.
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SPED 630 - Practicum in Special Education (2)
This culminating experience for students seeking the Intervention Specialist license includes a supervised clinical teaching experience with students with mild/moderate education needs. Adaptations and modifications to curriculum and methodology are applied in an educational field setting. A Teacher Work Sample is developed. 100 field/clinical hours are required. Prerequisite(s): SPED 543, 558, 655; must be taken within the last twelve hours of the graduate program and with permission of adviser.
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SPED 647 - Literacy Assessment and Intervention (3)
A culminating course in which students apply research-based principles, techniques, and materials useful in the assessment of literacy difficulties, and develop materials and procedures for use in the intervention of those difficulties. Practical application of techniques, materials, and procedures will involve 20 hours of field experience. Prerequisite(s): SPED 546. Cross-listed with EDUC 647.
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SPED 652 - Principles of Instruction in Inclusive Classrooms (3)
Course content focuses on effective instructional strategies for teaching students with mild/moderate educational needs across content areas in a variety of educational settings with particular emphasis on math and science. Prerequisite(s): SPED 543, 558, 582.
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SPED 674 - Applied Inclusion Strategies (2)
A comprehensive field-based methods course during which specific teaching strategies are developed and applied in a classroom setting. Emphasis is on adapting instruction to meet the unique needs of students with mild/moderate educational needs. The development of a unit of study is required including assessments, teaching activities, and lesson plans designed to meet the needs of the identified student population. A minimum of 60 field hours is required. Co-requisites: EDUC 685, 686. Prerequisite(s): Acceptance as a candidate for clinical experience and satisfactory completion of all professional education coursework.
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Supervision |
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EDSU 540 - Educational Leadership and Organization (3)
An introduction to principles of leadership and organization as applied in an educational setting. Students will articulate a vision of learning that assesses school culture, incorporates best practices, and includes active advocacy to enhance the learning of all students.
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EDSU 542 - School Finance and Funding (3)
A thorough review of all aspects of school funding including historical perspectives, legal aspects, current issues, and other factors governing financial policies and practices in public schools. The practical aspects of school funding including sources of revenue, budgeting, disbursement of funds, and legal responsibilities are emphasized.
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EDSU 631 - Practicum in Staff and Curriculum Development I (1)
This culminating experience for students seeking the Administrative Specialist license is a supervised practicum experience in an educational setting in which the graduate student will apply problem-solving techniques and decision-making skills to the development of curriculum and staff development activities. The graduate student will work with a cooperating mentor in planning, implementing, and evaluating school curriculum and staff development activities including (but not limited to) self-development, continuing professional development, student personnel services, interaction with community/students/families, school financial resources, and school power structures. A minimum of 50 field hours is required. Prerequisite(s): EDSU 652, 656, taken within the last twelve hours of the graduate program, and permission of adviser.
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EDSU 634 - Practicum in Staff and Curriculum Development II (2)
Continuation of Practicum in Staff and Curriculum Development I. A minimum of 100 field hours is required. Prerequisite(s): EDSU 631.
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EDSU 635 - School Principal Internship I (2)
This culminating experience in the Principal License Program requires candidates to apply the knowledge and skills learned in prior coursework and field experiences in multiple educational settings and community organizations. The candidate will develop, articulate, communicate, and implement a vision of learning for a school that promotes the success of all students. The candidate will be supervised by a mentor principal with whom specific internship experiences are cooperatively designed and implemented to realize the vision of the candidate. A minimum of 100 field experience hours is required. Prerequisite(s): EDSU 540, 542, 654, 656, taken within the last 12 hours of the program, and permission of adviser.
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EDSU 636 - School Principal Internship II (2)
This culminating experience in the Principal License Program requires candidates to apply the knowledge and skills learned in prior coursework and field experiences in multiple educational settings and community organizations. The candidate will develop, articulate, communicate, and implement a vision of learning for a school that promotes the success of all students. The candidate will be supervised by a mentor principal with whom specific internship experiences are cooperatively designed and implemented to realize the vision of the candidate. A minimum of 100 field experience hours is required. Prerequisite(s): EDSU 635 and approval of adviser.
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EDSU 652 - School Law and Ethics (3)
A course in basic statutory and constitutional law governing school operation with particular emphasis on Ohio provisions for school administration. Included are legal principles expressed in both the law and judicial decisions relating to school personnel, administration, pupil personnel services, educational programs, business administration, contracts and liability, collective bargaining, written agreements, and safe school environments. The issues of equity, adequacy, and ethical decision making are stressed throughout the course.
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EDSU 654 - Strategic Planning and Management in Education (3)
An overview of strategic planning and management theory and research and their application to educational change and improvement. Focus is on the knowledge and skills used to develop and implement strategic plans with attention given to leadership skills needed to direct effective change. The importance of collaboration and shared decision making as part of a comprehensive school improvement planning process is emphasized.
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EDSU 656 - Introduction to Educational Supervision and Staff Development (3)
An introduction to the theories of leadership; change processes; group processes; and principles, practices, and skills involved in serving effectively as an instructional leader at the elementary, middle, and high school levels. Through this experience, the student will learn to diagnose instruction, interpret or analyze data, and prescribe alternative ways to help others improve the instructional process. Special emphasis on staff development practice, as a central responsibility in the role of instructional supervisor, will be made through class study and field-based activities. The graduate student, considering internal and external environmental factors, will develop an operational plan to accomplish goals for an educational setting.
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Theology |
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THEO 507 - Seek First the Kingdom (1)
This course serves as an introduction to the Master of Arts in Theological Studies program. Enrolled students will read and produce work related to two concise but key, pre-selected texts: one on the nature of Christ’s Kingdom, and one from the student’s chosen area of concentration. The course will further introduce students to the mission, goals, and objectives of the Master of Arts in Theological Studies program, prepare them to use the web-based ePortfolio system, and familiarize them with the philosophy and benefits of student-centered learning, reflection, and self-assessment in the context of the graduate program. This course is offered each semester as an individualized tutorial and is required of every student during his/her first semester in the program.
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THEO 510 - Christian Scripture (3)
Teaching others is one of the most common expressions of leadership in the Christian church. For many church workers, teaching will be the primary way in which they lead. The most important prerequisite for skilled teaching is the ability to correctly interpret and apply Christian scripture. This course will refresh and deepen students’ knowledge of the Old and New Testaments, and will aid them in developing the skills necessary for explaining even the most difficult Bible passages to others.
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THEO 515 - History and Doctrine of the Church (3)
A solid understanding of history and doctrine is fundamental to effective service in the church. The ancient church’s struggle with doctrine and heresies shaped what Christians confess today. Moreover, the contemporary church can learn from its past and can see in the church’s history and doctrine the way in which the bride of Christ is being prepared to meet him.
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THEO 532 - Theology of Humanity (3)
What does it mean that people are created in God’s image? How does sin affect our relationships? Why do God’s people suffer in this world? What is the key to human redemption? How do these concerns intersect with the practice of people-helping professions? In an effort to answer these questions from a Christian worldview, the course integrates multi-disciplinary insights from the fields of Christian ministry, theology, psychology, and nursing.
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THEO 541 - Biblical and Psychological Foundations of Relationships (3)
Provides an overview of theological and psychological approaches to the study of relationships. A distinction between theory and fact is maintained and elucidated by the development of both hermeneutic and epistemological principles of interpretation. Major biblical themes of relationships are studied which illustrate the transgenerational and relational effects of sin. Themes of forgiveness and restoration are also considered. Note: this course is part of the curriculum for the Master of Science in Nursing (M.S.N.). M.A.T.S. students may enroll only with permission of the Director of the Graduate Program in Theological Studies.
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THEO 543 - Communicating the Gospel (3)
This course seeks to help students improve their communication skills in a variety of settings where the kingdom message is proclaimed. Such settings include public teaching, worship, public prayer, Bible study, small groups, and evangelism. The contexts of communication and methods of effective communication are analyzed. Practical exercises with peer review to hone personal communication skills will also be included.
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THEO 547 - Spiritual Care (3)
The course is designed to help students prepare for spiritual leadership in congregations and other Christian ministries. An emphasis is given to the biblical and theological interpretation of spiritual care as applied to families and to individuals (young children to senior adults). The art of spiritual care includes compassionate communication and the practice of prayer and spiritual guidance during periods of both joy and crisis.
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THEO 550 - Advanced Topics (1-3)
Current and innovative topics for independent study by students or specialized classes by professors.
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THEO 621 - Ethics of the New Testament (3)
Focusing on the life and moral teaching of Jesus as well as the ethics of Paul, this course will explore what it means to live the Christian life as a citizen of a kingdom that has been inaugurated, but awaits consummation.
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THEO 622 - Theology of the Old Testament (3)
The Old Testament is not merely a witness to God’s activity in the past, nor is it just an outdated book now replaced by the New Testament. Rather it is an essential instrument of God’s own mission—a mission that stretches from eternity past and continues to unfold in the present day. In addition to providing a survey of the discipline of Old Testament theology, this course will help students better understand the Old Testament’s purpose within the context of God’s mission and will lead them to reflect on the implications of this mission for Christians today. Christ’s church in fact shares in the mission of the Old Testament—to make known to all the earth, in both word and deed, the Name that is above every other name.
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THEO 623 - Evangelism and Discipleship in the New Testament (3)
This course examines how the early church analyzed and adapted the gospel message to the Greco-Roman world and its many subcultures, and how it nurtured its young converts to a mature faith. Examples include Jesus’ use of agrarian imagery, Paul’s adaptation of the gospel for urban settings, and Matthew’s reworking of Mark to create a discipleship manual. With these creative and effective models, the course will identify and evaluate current models of evangelism and discipleship, as well as analyze current American culture(s) to identify ways to be more effective in reclaiming the world for the kingdom.
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THEO 631 - Christianity and Culture (3)
Within the context of an increasingly secular culture, how should Christians understand the Church’s mission? Is the Church primarily a provider of spiritual goods and services to individuals in a consumerist society? Should the Church focus primarily on meeting the needs of spiritual seekers? Or is the Church necessarily a counter-cultural witness to a King and a Kingdom that are always coming, and as yet, not fully here? How will our answers to these questions influence the way that we understand Christian worship, spiritual formation, evangelism, etc.? This course will draw deeply on biblical, historical, and theological sources in order to examine what it means to say that the Church is missional at its core.
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THEO 633 - Current Theological Controversies (3)
In this life, there will always be disagreement over theological issues. How can we dialogue constructively with each other about controversial subjects? By examining disputed areas of theology (e.g., eternal security, miraculous gifts, salvation through other religions, how to discern God’s will), students will clarify their own convictions by conversing about difficult matters that are potentially divisive within God’s kingdom.
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THEO 641 - Leadership in Christian Communities (3)
Sound leadership in the church always grows from a correct theological understanding of the unique nature of the church as the Body of Christ. A communion of saints stretching across time and space, yet having specific local forms and realizations, the church is like no other organization on earth. This course grounds the practice of church leadership in ecclesiology (theology of the church). It explores important contemporary organizational and leadership theory (team building, motivation, change management) in the light of the church’s unique identity.
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THEO 660 - Seminar (1-3)
Topics selected and presented in a seminar format.
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THEO 691 - Theological Capstone Project (2)
This course serves as a final semester capstone project. Students taking this course will demonstrate that they have accomplished each of the Master of Arts in Theological Studies program’s stated goals and learning objectives through a process of written reflection and knowledge integration. At the conclusion of this course, students will have a complete and well-crafted ePortfolio with which to demonstrate and showcase their learning. This course is offered each semester as an individualized tutorial and is required of all students who entered the program Fall 2012 or later.
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