| |
Business Administration |
| |
-
ACCT 502 - Survey of Accounting (2)
Basic accounting concepts, processes, and relationships; methods of business transactions analysis, classification, and recording; preparation of accounting statements.
|
| |
-
FIN 502 - Survey of Finance (2)
A study of methods of financial analysis, valuation, capital structure, and capital budgeting. Includes financial ratio analysis, time value of money concepts and calculations, valuation models, capital budgeting decision techniques, and cost of capital concepts and calculations. Prerequisite(s): An undergraduate accounting course.
|
| |
-
MBA 501 - Foundational Math for MBA (3)
Necessary background concepts and techniques of mathematics and basic business methods used in more advanced courses. Review of basic mathematics, introduction to linear algebra and systems of equations, matrices, and basic concepts of probability.
|
| |
-
MBA 503 - Leadership, Management, and Organizational Behavior (3)
This is a course designed to study the behavior of individuals in organizations. Leadership and management will be defined in light of the major theories and research. Students will review research that strives to understand, explain, predict, and change human behavior within organizations. The emphasis will be on motivated behavior. Business and non-business for profit and not-for-profit organizations will be discussed.
|
| |
-
MBA 505 - Financial Accounting for Management Decision Making and Control (3)
This course emphasizes financial accounting from the perspective of the non-accountant manager. Students will gain an understanding of accounting theory, vocabulary, and financial reports to allow them to better use accounting information for the benefit of the organization.
|
| |
-
MBA 509 - Data Analysis and Decision Making (3)
Examination and use of mathematical analysis and statistics as tools to improve management decision making. Emphasis will be placed on using these tools after developing a basic understanding of the related theory.
|
| |
-
MBA 529 - Managerial Economics (2)
A course to develop business strategy and critical- thinking skills through the use of economic modeling and concepts. Evaluation of business problems and emphasis on the application of economics to management decision making.
|
| |
-
MBA 531 - Faith, Ethics, and Business (3)
This course will explore the challenges of ethical decision making in organizational management. Basic philosophical approaches to morality will be introduced through reading the work of significant ethicists. These approaches will be further studied by application to current case studies of business ethics problems. Emphasis will be on developing an ability to recognize moral dilemmas and resolve them in a manner consistent with Christian concepts of morality.
|
| |
-
MBA 557 - Business Intelligence for Managers and Organizations (3)
This course explores the use of business information intelligence, business statistical intelligence, and business modeling intelligence to improve management decisions. It also examines how those business intelligence systems fit within the organizational context. It is assumed the student has a working knowledge of a spreadsheet technology. Prerequisite(s): MBA 509, 621. Cross-listed with BUS 457.
|
| |
-
MBA 565 - Managing Human Resources (2)
Human resource management will be reviewed from a management perspective. Content will include the attracting, developing, and retaining of human resources including legal compliance and contemporary trends. Employee relations will also be discussed.
|
| |
-
MBA 601 - International Business (3)
This course examines the issues confronting managers in an international business regardless of size. It covers differing cultures, political systems, economic systems, legal systems, and levels of economic development. Time will be spent identifying management principles which are universal in their application and those which are American and need to be adapted to local situations.
|
| |
-
MBA 608 - Legal Environment of Business (2)
A comprehensive introduction to the legal principles governing business, the legal system within which business operates, and the role of government in regulating business conduct.
|
| |
-
MBA 611 - Marketing Management (3)
This course covers management of the marketing function in business and non-profit enterprises. Topics include market environmental analysis and marketing planning, strategy, and control. Development and management of marketing programs is explored through the case method.
|
| |
-
MBA 621 - Managerial Finance (3)
An analysis of the policies, procedures, and problems involved in obtaining and managing funds for a corporation.
|
| |
-
MBA 631 - Operations Management (3)
Designing, planning, operating, and controlling production and operations in manufacturing, distribution, and service organizations. Emphasis is on managerial concepts and strategies applicable to effective and efficient operating systems. Quantitative and qualitative methods and tools will be applied.
|
| |
-
MBA 650 - Independent Study (1-3)
Students can investigate an area not normally in existing courses or investigate an area in greater depth. The student, in conjunction with the supervising faculty member, must identify the topic, method of investigation, and materials and submit a written proposal to the supervising faculty member. Enrollment by permission of the supervising faculty member and the Program Director.
|
| |
-
MBA 691 - Strategy and Innovation for Managers and Organizations (3)
This is the capstone M.B.A. course. The course explores crafting and executing an organization’s strategy with a focus on the development and management of product and process innovations. This course may also include required components of the School of Business and Leadership Student Learning Assessment Program. Prerequisite(s): Completion of all other requirements for the M.B.A. degree.
|
| |
-
MKT 502 - Survey of Marketing (2)
Essentials of marketing strategy are explored, beginning with market analysis and selection, through development of product, distribution, communication, and pricing offers.
|
Counseling and Human Development |
| |
-
COUN 503 - Multicultural Counseling and Advocacy (3)
This course provides students the opportunity to increase multicultural counseling and advocacy competence by (1) reviewing knowledge and research in the area of multicultural counseling, (2) developing and/or enhancing clinical skills useful in counseling and advocating for individuals from differing populations, (3) exploring cultural competence in diagnostic and intervention development, and (4) assisting in the development of increased levels of personal awareness and skills in regard to internal bias, within-group differences, race, ethnicity, gender, religion, sexuality, age, and social class. Students will also explore how their attitudes and dispositions may impact the counseling relationship with individuals from diverse populations. Prerequisite(s): None. Fall II, Spring II, Summer.
|
| |
-
COUN 532 - Foundations of Classroom Guidance (3)
This course introduces the classroom teacher to the basics of school guidance and counseling programs. Teachers will gain in overall knowledge of the theories, skills, legal, and ethical principles involved in working with their students from the counseling perspective. Basic components of the ASCA national model, the history and philosophy of school counseling as well as current trends and issues impacting today’s teachers will be emphasized. Through lecture, discussion, and a wide variety of activities teachers begin to conceptualize strategies which will enrich the educational environment in their classrooms and enhance their contributions on school teams designed to assist individual student success. The American Psychology Association (APA) writing guidelines are also introduced as the expected format for graduate-level writing. Prerequisite(s): None. Fall I, Spring I.
|
| |
-
COUN 544 - Foundations of Clinical Counseling (3)
This course offers the beginning clinical counseling student a comprehensive introduction to the profession. Ethical, legal, and professional aspects of the practice of counseling are reviewed for the purpose of providing the student an understanding of the role and professional identity of a licensed, professional, mental health counselor. The student will gain an appreciation of the historical perspectives, licensing and credentialing process, and the organizational structures of the counseling profession. The American/Ohio Counseling Associations and their major subdivisions, other credentialing bodies, and the requirements for state licensing will be examined to increase the student’s knowledge of the professional, political, and legal support systems available to counselors. The course also explores the beginning counseling student’s self-identity and the student’s disposition toward functioning as a licensed counselor who will be expected to work closely with clients of varying religious, socioeconomic, ethnic, racial, political, gender, and educational backgrounds. Opportunities will be provided for the student to examine his/her perceptual and value structures as those interface with what is embodied in the legal, ethical, and professional codes of conduct and practice in the counseling profession. The American Psychology Association (APA) writing guidelines are also introduced as the expected format for graduate-level writing. Prerequisite(s): None. Fall I, Spring I.
|
| |
-
COUN 545 - Foundations of School Counseling (3)
This course introduces the beginning school counseling student to the history, philosophy, and current trends and issues in a K-12 guidance- based curriculum. Students learn the legal and ethical principles of school counseling as well as the pertinent professional associations for school counselors such as the American Counseling Association and the American School Counselors Association. Students are exposed to the varied tasks throughout all academic levels and the systemic nature of a school counselor’s role. The course also explores the beginning school counseling student’s self-awareness and dispositions toward working closely with students, parents, and other professionals of varying socioeconomic, educational, ethnic, racial, political, and religious backgrounds. The American Psychology Association (APA) writing guidelines are also introduced as the expected format for graduate-level writing. Prerequisite(s): None Fall I, Spring I.
|
| |
-
COUN 549 - Human Growth and Development (3)
This course is designed to provide a broad understanding of the nature and needs of individuals at all developmental stages. Emphasis is placed on psychological, sociological, and physiological approaches to human behavior and development. Students examine normal and abnormal human development as well as personality and learning theories. Relevance and practical application in the field of counseling are explored. Prerequisite(s): None. Fall I (online), Spring I (online), Summer (online).
|
| |
-
COUN 550 - Special Topics in Counseling (1-4)
Special areas of interest including additional internship hours identified by both student and faculty member. Prerequisite(s): Permission of Program Director. Fall, Spring, Summer.
|
| |
-
COUN 563 - Theories and Techniques of Counseling I (3)
This course is designed to provide a comprehensive exploration, integration, and application of some of the major counseling theories, techniques, skills, and practices currently and historically underpinning the fields of clinical and school counseling. Each theory will be examined in terms of its history, philosophy, ethical and legal considerations, multicultural competencies, spiritual competencies, and research-based counseling outcomes. An emphasis will be placed on the development of foundational counseling skills and strategies and the application of the theoretical principles and techniques associated with each theory. This course is a prerequisite for Theories and Techniques of Counseling II (COUN 564) course. Prerequisite(s): COUN 532, 544, or 545. Fall II, Spring II.
|
| |
-
COUN 564 - Theories and Techniques of Counseling II (3)
This course is a continuation of Theories and Techniques of Counseling I (COUN 563). This course is designed to provide a comprehensive exploration, integration, and application of major counseling theories, techniques, skills, and practices currently and historically underpinning the fields of clinical and school counseling. Each theory will be examined in terms of its history, philosophy, ethical and legal considerations, multicultural competencies, spiritual competencies, and research-based counseling outcomes. An emphasis will be placed on the development of foundational counseling skills and strategies and the application of the theoretical principles and techniques associated with each theory. Prerequisite(s): COUN 563. Spring I, Summer
|
| |
-
COUN 567 - Group Dynamics/Processing/Counseling (3)
This course is designed to acquaint students with the types of groups, styles of group leadership, and techniques used by group counselors. In addition, group theories, the dynamics of group processes, and the developmental stages of group counseling are thoroughly explored. Leadership skills in the management of group process from initial interview to termination as well as the ethical requirements and concerns of group management are included. An appreciation for the research and literature in the field of group counseling is integrated into the course. Students will also participate in a group experience that will allow the opportunity for the integration of group theory and practice. Prerequisite(s): COUN 564. Fall I, Spring II.
|
| |
-
COUN 569 - Tests and Appraisal in Counseling (3)
This course examines tests and assessments utilized in the counseling profession. It includes philosophical and ethical principles, rationale for use, and interpretation and reporting procedures for tests and assessments utilized by counselors. Students are also alerted to standards developed by various professional organizations as guidelines for test authors and test users. Prerequisite(s): COUN 532, 544, or 545; or permission of Program Director. Fall II (Online), Summer (Online).
|
| |
-
COUN 570 - Career Development and Lifestyle Counseling (3)
This course is designed to provide an introduction to the theoretical bases of career development and individual career decision making. Incorporation of career assessment instruments and techniques for evaluating individuals relevant to career development, planning, and placement are utilized. Additional knowledge regarding sources of career, educational, and labor market information including retrieval from computerized data banks will be examined. The course also addresses the special issues concerning legal and ethical standards in career counseling, multicultural issues and gender bias, as well as an appreciation for career trends in lifestyle across the lifespan. The career counseling process, from appraisal to placement, is explored through personal utilization and interpretation of appropriate career instruments. Literature and current research in the field are also included in this course. Prerequisite(s): None. Spring II (Online), Summer (Online).
|
| |
-
COUN 575 - Workshop in Professional Counseling (1-3)
Graduate credit offered in a concentrated format, pertaining to professional counseling, for license renewal, advanced graduate study, and elective credit (maximum of 3 hours can count toward a degree). Prerequisite(s): Permission of the Program Director. Fall, Spring, Summer.
|
| |
-
COUN 610 - Consultation and Advocacy in School Counseling (3)
This course provides an examination of issues relevant to consultation and advocacy in school counseling programs as they relate to the total school community (including parents/guardians, teachers, administrators, and the community). Topics such as inter-professional collaboration, advocacy for at-risk and exceptional students, systemic dynamics of communication and dysfunction, and being a creative change-agent within a system, are addressed. Developing culturally sensitive interventions and being a proactive proponent of healthy change are emphasized. Prerequisite(s): COUN 545, 564. Fall I, Spring I.
|
| |
-
COUN 612 - Program Development and Coordination in School Counseling (3)
This course provides an examination of issues relevant to the coordination of school counseling programs including organization, implementation, and evaluation of a comprehensive developmental school counseling program. Practical application of key elements of implementing a comprehensive and culturally relevant school counseling program are addressed. Tasks for this course include performing a needs assessment, establishing program initiatives, and evaluating the efficacy of services rendered. Prerequisite(s): COUN 545, 564. Fall II, Spring II.
|
| |
-
COUN 622 - Psychodiagnostics (3)
The course focuses on the acquisition of knowledge and skills involved in the diagnostic assessment of mental and emotional disorders and conditions. Students will learn various protocols involved in conducting assessment/diagnostic interviews of individuals, couples, families, children, and adolescents. The mental status examination and protocols for conducting risk assessment interviews for suicidal, homicidal, and violent clients will be reviewed. Students also gain experience in administering some basic assessment instruments and structuring and composing a comprehensive assessment report that integrates clinical observations and the results from assessment instruments. Prerequisite(s): COUN 569, 626, 641. Fall I, Spring II.
|
| |
-
COUN 626 - Diagnosis of Mental Disorders (3)
The course is designed to provide students with the knowledge and skills involved in understanding the DSM classification system and completing a multiaxial diagnosis. Legal, ethical, and multicultural issues are explored as they pertain to the classification of mental disorders and the procedures involved in using a multiaxial diagnostic system. Students learn the limitations of the DSM and understand how diagnostic labels have the potential to be abused and misused. Students learn the description of/and diagnostic criteria for mental disorders and conditions, differential diagnostic considerations, and the types of comorbid conditions that occur with each mental disorder. Case studies are employed to provide students with opportunities to practice using the multiaxial diagnostic system. Videos are used to illustrate some of the major disorders that professional counselors will encounter in clinical practice. Prerequisite(s): COUN 569, 682. Spring II, Summer.
|
| |
-
COUN 628 - Treatment Methods in Clinical Counseling (3)
Students learn to determine if and when a client is appropriate for treatment, to develop treatment plans and goals that represent the most effective form of treatment for the client, and to determine if the treatment plan is being successfully implemented. Explanations of making projections about length of stay, prognosis, and using consultation and referral in the event the client needs more specialized treatment modalities are also discussed. Elementary psychopharmacology is surveyed along with exposing students to several major methods of treatment and their application to various treatment situations based in clinically evidenced research. Prerequisite(s): COUN 622. Fall II, Summer.
|
| |
-
COUN 630 - Counseling Practicum (3)
Counseling Practicum is a one-semester, supervised counseling experience in which students serve as counselors-in-training at pre-arranged sites appropriate to their program emphasis. Practicum consists of a minimum of 100 clock hours. A minimum of 40 hours of direct counseling (individual and/or group) is required. This course provides for the integration of their on-site counseling experiences with the theories, treatment process, and ethical issues learned in previous counseling courses. Therefore, the primary focus of Counseling Practicum is the development of counseling skills and interventions. Both the site supervisors and the University faculty complete formal evaluations of the students’ performance during the practicum experience. Students must achieve a minimum of “B-” in order to successfully complete this course. Prerequisite(s): For Clinical Counseling - COUN 567, 628, and Practicum Application. For School Counseling - COUN 567, 610, 661, 664, and Practicum Application. Full Semester: Fall, Spring, Summer.
|
| |
-
COUN 634 - Marriage and Family Counseling (3)
This course is an overview of contemporary theories and practices in family and couples therapy including psychodynamic, experiential, systems, structural, communications, and cognitive-behavioral approaches. The origins of the family are explored as well as the family as a psychosocial system. New directions in family and couples counseling are examined as well as research, training, and professional issues related to the field. Prerequisite(s): COUN 564. Fall II.
|
| |
-
COUN 641 - Addictions Counseling (3)
This course is designed to provide the student with a working knowledge of chemical dependency and other related addictions through lectures, case histories, research findings, readings, and discussions. Assessment instruments and techniques will be presented. Recognition of mental health problems (e.g. depression, suicidal ideation) requiring consultation or referrals will be discussed as well as the identification of community resources, agencies, and services available for clients with addiction-related problems. Effects of the addiction upon the client, the family, and significant others associated with the client will also be examined. Prerequisite(s): COUN 564. Spring I, Summer.
|
| |
-
COUN 661 - Counseling Children (3)
This course is designed to provide counseling students with specialized knowledge and skills in working with young children (ages 5- 12). Students learn how to identify and treat various forms of abnormal child behavior using play therapy and other child therapy techniques. Students also learn the current theories related to the identification and treatment of attention deficit disorder, oppositional defiant disorder and other disorders with a high prevalence in current society. Child behavior management skills training for parent education are also included. Prerequisite(s): COUN 564. Fall II, Summer.
|
| |
-
COUN 664 - Adolescent Counseling (3)
This course examines the physical, cognitive, emotional, social, and spiritual developmental processes of the adolescent. Family and peer relationships are explored as well as school influences. Attention will be given to self-concept and self-esteem, identity diffusion, psychosexual development, and adjustment problems. An overview of theories and practices in counseling the adolescent is provided. Prerequisite(s): COUN 564. Fall I, Spring I, Summer.
|
| |
-
COUN 682 - Abnormal Psychology (3)
This course is designed to introduce students to the fields of child and adult psychopathology and is taught in accordance with the current classification standards for abnormal behavior (e.g. DSM). Non-pathological systems of understanding dysfunctional behavior are also reviewed. Students begin to become familiar with the disorders in the DSM. The advantages and disadvantages of using a classification of mental disorders are discussed, including how the abuse of classification systems can lead to the harm of clients. Abnormal behavior is reviewed from the perspective of etiology; the course of the disturbance across the lifespan; multicultural factors; and research on treatment, prevention, and effective outcomes. Prerequisite(s): COUN 544 or 545, 564; or permission of Program Director. Fall II, Spring II.
|
| |
-
COUN 683 - School Counseling Internship I (3)
The School Counseling Internship I consists of providing services under the direct supervision of a certificated/licensed school counselor in a school setting. The Internship is contingent upon successful completion of the Practicum and provides the student with opportunities for experiencing a maximum variety of professional responsibilities with diverse school clientele. The Internship consists of a variety of professional activities including but not limited to counseling, group work, guidance program development, consultation, classroom guidance, parent education, early identification and prevention, and the application of ethical standards. The primary focus of Internship is the overall development of the student as a Professional School Counselor. A minimum of 300, of the total 600, clock hours of direct/indirect service must be completed during Internship I. A minimum of 2 1/2 hours of group supervision is required bi-weekly throughout the Internship and is performed by a program faculty member with competence in school counseling. Students must achieve a minimum of “B-” in order to successfully complete this course. Prerequisite(s): Successful completion of COUN 630. Full Semester: Fall, Spring.
|
| |
-
COUN 684 - School Counseling Internship II (3)
The School Counseling Internship II is continued under the direct supervision of a certificated/licensed school counselor in a school setting. The primary focus of Internship is the overall development of the student as a Professional School Counselor. The student completes the required 300 of the total 600 clock hours and receives one hour per week of individual supervision by the site supervisor for the duration of the Internship. A minimum of 2 1/2 hours of group supervision is required bi-weekly throughout the Internship and is performed by a program faculty member with competence in school counseling. Students must achieve a minimum of “B-” in order to successfully complete this course. If the required internship hours are not completed within the semester for which the student is registered, the student must register for an additional credit hour the following semester/s until all the required internship hours are completed. Prerequisite(s): Successful completion of COUN 683. Full Semester: Fall, Spring.
|
| |
-
COUN 685 - Clinical Counseling Internship I (3)
The Clinical Counseling Internship I consists of counseling under the direct supervision of an appropriately licensed professional clinical counselor in a work setting where counseling services, including the diagnosis and treatment of mental and emotional disorders, are rendered to actual clients. Entering Internship I is contingent upon successful completion of the Practicum and provides the student with the opportunities for experiencing a maximum variety of treatment options with clinical clientele. The Internship consists of a variety of professional activities including but not limited to face-to-face direct counseling and/or group work. The primary focus of Internship is the overall development of the student as a Professional Clinical Counselor. A minimum of 300 of the total 600 required clock hours must be completed during Internship I. A minimum of 2 1/2 hours of group supervision is required bi-weekly throughout the Internship and is performed by a program faculty member with competence in clinical counseling. Students must achieve a minimum of “B-” in order to successfully complete this course. Prerequisite(s): Successful completion of COUN 630. Full Semester: Fall, Spring, Summer.
|
| |
-
COUN 686 - Clinical Counseling Internship II (3)
The Clinical Counseling Internship II is continued under the direct supervision of an appropriately licensed professional clinical counselor in a work setting where counseling services are rendered to actual clients. The primary focus of Internship is the overall development of the student as a Professional Clinical Counselor. The student completes the required 300 of the total 600 clock hours for the Internship. In addition to the required clock hours of direct/indirect service at the assigned Internship training site, each student will meet 2 1/2 hours bi-weekly on campus for group supervision during the semester of the Internship. A minimum of 2 1/2 hours of group supervision is required bi-weekly throughout the Internship and is performed by a program faculty member with competence in school counseling. Students must achieve a minimum of “B-” in order to successfully complete this course. If the required internship hours are not completed within the semester for which the student is registered, the student must register for an additional credit hour the following semester/s until all the required internship hours are completed. Prerequisite(s): Successful completion of COUN 685. Full Semester: Fall, Spring, Summer.
|
| |
-
COUN 688 - Management and Advocacy in Clinical Counseling (3)
This course introduces the students to the management of mental health services and programs, including areas such as administration, finance, accountability, managed care systems, management information systems, and concepts and procedures used for determining outcomes. Students will also learn to apply knowledge of public mental health policy on local, state, and national levels, and regulatory processes to improve service delivery opportunities that impact the quality and accessibility of mental health services. This course will also introduce students to strategies supporting client advocacy and influencing public policy and government relations on local, state, and national levels to enhance equity, increase funding, and promote programs that affect the practice of clinical mental health services. Other key issues addressed will include expert witness status, identifying community resources, and initiating and implementing prevention programs. Finally, students will receive an introduction to the methods, models, and principles of clinical supervision and use of interdisciplinary treatment teams. Prerequisite(s): COUN 564. Fall I, Summer.
|
| |
-
COUN 690 - Seminar in Classroom Guidance (Discipline Specific) (3)
The course will be experiential in nature. It is designed as a culminating course in which conceptualization, methodically, and practical implementation of strategies, techniques and skills will be emphasized. Legal and ethical principles and dilemmas will also be emphasized. A major project specifically focusing on the participant’s classroom atmosphere, educational level, challenges and strengths will be designed, implemented and presented. Prerequisite(s): COUN 567, 610; 661 or 664. Spring II.
|
Education |
| |
-
EDUC 503 - Foundations of Social and Cultural Diversity (3)
This course will address fundamental questions about the meaning, purpose and significance of education and participation in a diverse culture and society. Issues and trends related to individual differences and diverse cultures and communities will be explored and analyzed. Topics covered will integrate Christian faith and the role of advocacy with ethical decision making and respect for cultural diversity in a just and moral society. A minimum of 20 hours of field experience is required. For Education students the course is taken within the first eighteen hours of an approved graduate degree program.
|
| |
-
EDUC 505 - Introduction to American Education (3)
This course provides an introduction to the historical, cultural, philosophical, and sociological foundations of our system of American public education. An overview of legal and ethical issues affecting the field of education is included. Candidates will examine teaching as a career and the current challenges and responsibilities of the
profession. A minimum of 20 field experience hours is required.
|
| |
-
EDUC 510 - Techniques of Research (3)
Basic research strategies including both qualitative and quantitative methods are presented to equip the graduate student to investigate research problems. The development and testing of hypotheses and various research designs are introduced. The application of current research in the professional settings as well as legal/ethical issues are included. Computer technology is an integral part of this course. For Education students the course is taken within the first eighteen hours of an approved graduate degree program.
|
| |
-
EDUC 511 - Action Research (2)
This course will introduce students to action research in order to understand and improve their practice. Topics include analysis of types of research, identification of research problems, selection of research methods, collection and analysis of data, and drawing conclusions from research. Prerequisite(s): EDUC 510.
|
| |
-
EDUC 520 - Curriculum Theory and Development (3)
This course is a review of the major societal (teachers, students, administrators, government, families, and other groups) influences on curriculum development. Major theories, historical trends and recent innovations in curriculum, scope and sequence, and curriculum evaluation procedures are included. The use of current research, literature and assessment procedures to make data driven decisions about curriculum is emphasized. A minimum of 10 field experience hours is required.
|
| |
-
EDUC 522 - Instructional Theory and Design (3)
This course focuses on the development of skills in systematic instructional design needed to promote the success all learners. A review of the philosophical bases for instructional innovations and practices is included. Use of assessment data to inform data driven decisions regarding instruction is emphasized. A minimum of 10 field experience hours is required.
|
| |
-
EDUC 530 - Applied Learning Theory (3)
This course examines past and present learning theories and assists candidates in developing and articulating their own theory of learning. Emphasis is placed on the development of educational experiences which help all students learn and that reflect different learning theories. The study of motivation and its impact on learning and learners is included. A minimum of 20 field hours is required for a candidate seeking an initial teaching license.
|
| |
-
EDUC 533 - Characteristics of Young Adolescents in the Intermediate Grades (3)
The developmental characteristics (physical, cognitive, social-emotional, moral, and psychological) of adolescent children in grades 4 and 5 are carefully examined with implications for designing age-appropriate educational strategies and experiences. Techniques for intentionally including families and members of the community in
support of student learning are also stressed. A minimum of 20 hours of field experience is required. Prerequisite(s): EDUC/SPED 445 and EDUC/SPED 447 or ECE License.
|
| |
-
EDUC 535 - Language Arts and Social Studies for the Intermediate Grades (3)
Developmentally appropriate content and strategies for teaching adolescent children (grades 4 and 5) in language arts and social studies are stressed with careful attention given to inquiry-based and problem solving approaches. The Ohio Academic Common Core Standards in language arts and social studies will be carefully followed for grades 4 and 5. Prerequisite(s): EDUC 533.
|
| |
-
EDUC 537 - Mathematics and Science for the Intermediate Grades (3)
Developmentally appropriate content and strategies for teaching adolescent children (grades 4 and 5) in math and science are stressed with careful attention given to inquiry-based and problem solving approaches. The Ohio Academic Common Core Standards in math and science will be carefully followed for grades 4 and 5. Prerequisite(s): EDUC 533.
|
| |
-
EDUC 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 SPED 540.
|
| |
-
EDUC 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 SPED 542.
|
| |
-
EDUC 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 SPED 544.
|
| |
-
EDUC 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 SPED 546.
|
| |
-
EDUC 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 SPED 547.
|
| |
-
EDUC 550 - Special Topics in Education (1-4)
Current and innovative topics identified by the University faculty. Selected topics will vary and students may register for multiple topics courses.
|
| |
-
EDUC 552 - Assessment and Instruction of Adolescent and Young Adult Learners (3)
This course examines the physical, social, emotional, intellectual, and moral development of adolescents and the implications for teaching adolescent and young adult learners in today’s schools. Issues of curriculum development and alignment with state and national standards, instructional planning, teaching strategies, and assessment will be addressed. A minimum of 20 field experience hours is required. Prerequisite(s): EDUC 505, 530; SPED 543, 554
|
| |
-
EDUC 571 - Multicultural Children’s Literature (3)
This course is designed to introduce teachers to a wide spectrum of multicultural literature for children and adolescents in a variety of genres. Candidates will identify, read, evaluate, select, and incorporate unbiased and age-appropriate multicultural literature into the instruction of an identified student population to assist students in finding cross-cultural links and seeing common relationships. Cross-listed with SPED 571.
|
| |
-
EDUC 572 - Technology Applied to Instruction (3)
Principles and practices related to designing, delivering, and assessing student learning activities that integrate computers/technology for a variety of student grouping strategies and for diverse student populations. Current instructional principles, related research, appropriate assessment practices, application of specific-purpose electronic devices (e.g., graphing calculator), as well as ethical and legal issues involving the use of technology will be included.
|
| |
-
EDUC 575 - Workshop in Education (1-3)
Graduate credit offered in concentrated format for license renewal and elective credit (maximum of 4 hours can count toward a degree). Selected topics for workshops can vary each year.
|
| |
-
EDUC 624 - Critical Issues in Education (3)
This course focuses on major contemporary issues and current best practices in American education. Discussion will explore perspectives regarding various issues of concern in today’s schools. Each student will develop a personal philosophy of education. Consideration of diverse opinions will be emphasized.
|
| |
-
EDUC 632 - Practicum in Reading (2)
This culminating experience for students in the Reading Program includes a supervised clinical experience/internship in an educational setting focusing on literacy instruction. An action research project is required. A minimum of 50 field hours is required for each credit hour. Prerequisite(s): EDUC 542, 544, 546, 547, 648.
|
| |
-
EDUC 634 - Teacher Leader Internship I (1)
This culminating experience for students seeking the Teacher Leader Endorsement is a supervised internship in an educational setting in which the graduate student demonstrates skill in evidenced-based principles of effective leadership and professional development to enhance teachers’ professional growth. A minimum of 50 field hours is required. Prerequisite(s): EDSU 540, 656; SPED 625.
|
| |
-
EDUC 635 - Teacher Leader Internship II (2)
This culminating experience for students seeking the Teacher Leader Endorsement is a supervised internship in an educational setting in which the graduate student demonstrates skill in evidenced-based principles of effective leadership and professional development to enhance teachers’ professional growth. A minimum of 100 field
hours is required. Prerequisite(s): EDUC 634.
|
| |
-
EDUC 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): EDUC 546. Cross-listed with SPED 647.
|
| |
-
EDUC 649 - Advanced Literary Assessment and Intervention (4)
Graduate students will apply research-based theories, principles, and assessment procedures in the identification of literacy difficulties and use the results of assessment to develop and implement plans and procedures for the intervention of identified difficulties. Practical application of assessments and individualized instructional procedures will involve 30 hours of field experience. Cross-listed with SPED 649.
|
| |
-
EDUC 650 - Independent Study (1-4)
Special areas of interest identified by the student(s) for investigation. Students (individually or in a small group) can investigate an area normally not in existing courses or investigate an area in greater depth. Students must identify the topic, method of investigation and materials, and submit a proposal to the supervising faculty member for approval.
|
| |
-
EDUC 674 - Content Area Methods (2)
A comprehensive field-based methods course during which content specific teaching strategies are developed and applied in a classroom setting. 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.
|
| |
-
EDUC 685 - Graduate Student Teaching (6)
A full-time (360 field hours) clinical experience providing opportunities to observe, plan, conduct, manage, and evaluate instruction in a school setting and receive professional feedback from a university supervisor and a cooperating teacher experienced in the appropriate licensure area. The clinical experience is for a minimum of 12 weeks. Attendance at additional duties associated with the teaching role is expected (i.e., parent-teacher conferences, open house, professional meetings, etc.). Co-requisites: EDUC 674, 686. Prerequisite(s): Acceptance as a candidate for clinical experience and satisfactory completion of all professional education course work.
|
| |
-
EDUC 686 - Graduate Student Teaching Seminar (1)
This seminar encourages reflection and provides opportunities for candidates to interact regarding their student teaching experiences. Discussions on issues and trends affecting the profession and preparations for the professional role will occur. Assignments include, but are not limited to, the Teacher Performance Assessment and a
Professional Credentials Portfolio. Co-requisites: EDUC 674, 685. Prerequisite(s): Acceptance as a candidate for clinical experience and satisfactory completion of all professional education
course work.
|
| |
-
EDUC 696 - Graduate Research Project (1-3)
The graduate student designs and implements a research project to address a problem existing in his/her respective professional setting. The research project is designed cooperatively with a faculty adviser. The project results will be in a written report that is submitted to the adviser and program director and an oral report that is presented before an identified audience. Prerequisite(s): For Education students the course is taken within the last twelve hours of an approved graduate program, after completion of EDUC 510 and EDUC 511 and with permission of the adviser. For M.A.O.L students pursuing the research-based track, this course is taken after completion of EDUC 510 and is a co-requisite with LEAD 691. If the research project is not completed within the semester for which the student is registered, the student must register for an additional credit hour the following semester/s (excluding summer sessions) until the project is completed.
|
Leadership |
| |
-
LEAD 503 - Leadership Theory and Practice (3)
A foundational course that provides the learner the opportunity to explore the body of knowledge and literature that deals with elements of leadership practice. It will help the learner understand what it is that leaders do, how leadership differs from management, and will increase the learner’s ability to reflect and compare styles and methods for unique organizations. The course places heavy emphasis on developing an appreciation of the learner’s own strengths in the area of leadership skills and style.
|
| |
-
LEAD 505 - Financial Principles and Practice (3)
Affecting change as a leader includes the management of resources. This survey course will teach the students without an accounting background how to understand key financial principles and issues. The course covers various topics including, but not limited to, basic income and cash flow measures, cost centers and overhead analysis, decision making for improved profitability, risk management, and non-profit finances.
|
| |
-
LEAD 512 - Effective Leadership Communication (4)
The biggest impact on any organization can be the patterns and styles of communication. Leaders have a valuable opportunity to model effective communication. This course will teach the student how to effectively listen to the messages and behaviors of others in order to create understanding and to facilitate progress. Other issues that will be developed are persuasion, motivation, understanding one’s context and audience, gaining credibility, proper use of media, and the anticipation of interruptions and interference to communication.
|
| |
-
LEAD 521 - Research for Organizational Leaders (4)
Basic research strategies and methods are presented to equip the student to investigate research problems. The development and testing of hypotheses and various research designs are introduced. The course will also heavily focus on action research. This process allows the leader to understand the needs, issues, and problems in an organization through involvement and collaboration in each stage of researching, focusing, and implementing potential solutions. No prior knowledge of statistics is necessary.
|
| |
-
LEAD 531 - Ethics for Leading with Integrity (4)
This course will establish a knowledge base for personal, interpersonal, and social issues that confront various organizations. The learner will develop the ability to resolve ethical dilemmas through the study of theories and case analyses. Special attention will be given to the challenges of character development and spiritual faithfulness. The Christian faith will provide the foundation for examining core values, such as integrity, stewardship, respect, honesty, authenticity, and trust.
|
| |
-
LEAD 541 - Leadership and Business Communication (4)
This course covers the business communication process with special attention given to building skills in public speaking, listening, small and large group presentations, and audio-visual usage. This course will teach the student how to effectively listen to the messages and behaviors of others in order to create understanding and to facilitate progress. Other topics that will be developed are persuasion, motivation, understanding one’s context and audience, gaining credibility, proper use of media, and the anticipation of interruptions and interference to communication. This course is open only to students pursuing the Combined Degree Program (MMP and MAOL).
|
| |
-
LEAD 543 - Leadership and Management Theory (3)
An examination of the basic functions of management: planning, organizing, influencing, and controlling. The course provides the learner with the opportunity to explore the body of knowledge and literature that deals with elements of leadership practice. It will help the learner understand what it is that leaders do, how leadership differs from management, and will increase the learner’s ability to reflect and compare styles and methods for unique organizations. This course is open only to students pursuing the Combined Degree Program (MMP and MAOL).
|
| |
-
LEAD 545 - Financial Management Principles (3)
This course is a concise study and evaluation of finance performance, planning, and forecasting. The students learn to analyze the management of capital structures, cost of capital, basic income and cash flow measures, cost centers and overhead analysis, decision making for improved profitability, risk management, and non-profit finances. This course is open only to students pursuing the Combined Degree Program (MMP and MAOL).
|
| |
-
LEAD 547 - Business Ethics and Ethical Leadership (4)
This is a course designed to explore the intricacies of business and personal ethics. The learner will develop the ability to resolve ethical dilemmas through the study of theories and case analyses. Corporate social responsibility is discussed and used to critically evaluate many organizations. This course will establish a knowledge base for personal, interpersonal, and social issues that confront various organizations. The Christian faith will provide the foundation for examining core values such as integrity, stewardship, respect, honesty, authenticity, and trust. This course is open only to students pursuing the Combined Degree Program (MMP and MAOL).
|
| |
-
LEAD 601 - Emerging and Contemporary Issues in Leadership (3)
A course that moves the student into a review of a variety of current leaders and the styles they demonstrate. Each student will have an opportunity to select a contemporary leader; research that leader; read, reflect, and review the leader’s style and leadership philosophy. The course will expand major themes including globalization, visioning, entrepreneurship, neocharismatic and inspirational leadership theories.
|
| |
-
LEAD 611 - Cultural Perspectives for 21st Century Leaders (4)
New and somewhat of a change for many leaders in the 21st century is the emerging prominence of engaging with employees, customers, and suppliers from diverse cultures. This course examines the role of the leader in understanding cultural differences and a wide variety of worldviews that are inherent and apparent with globalization. The course will provide the learner with the opportunity to explore greater tolerance; to understand how to draw from the strengths of others with varying perspectives; and to coach and mentor teams with potentially different traditions, convictions, and values. The cultural issue of religion and spirituality will also be explored with a particular emphasis on a Christian worldview of leadership.
|
| |
-
LEAD 633 - Psychology of Leadership (4)
This course will examine the traits of effective leaders to assist the student in understanding the thoughts, actions, passions, and intelligence (intellectual and emotional) of leaders. Issues of influence, control, power, and motivation will all be explored.
|
| |
-
LEAD 641 - Strategic Planning and Corporate Governance (3)
The course focuses on the development and implementation of corporate strategies that enable an organization to create and maintain a sustainable competitive advantage. Current strategic theories are integrated with strategic practice. Additionally, readings in corporate governance focus on how the corporation should be managed in the best interests of the investors and other stakeholders.
|
| |
-
LEAD 691 - Capstone in Organizational Leadership (4)
This is a culminating experience-based course which emphasizes the student’s ability to utilize learned material in real-life application. The student will be required to implement knowledge gained throughout the program to an organization. This application will potentially enhance the leadership with specific feedback and thoughtful reflection. Prerequisite(s): LEAD 503, 505, 521, 531, 601, 611, 633, and 641.
|
MSP |
| |
-
BIOL 500 - Life Science for the Middle Grades (3)
This course is an examination of the basic processes of living systems focusing on cellular structures and mechanisms including energy transfer in plants and animals. The course content is designed to address Academic Content Standards for Life Science of the Ohio Department for middle-level science in an inquiry-based instructional context. The specific topics covered in the course are the structure and function of membranes, photosynthesis, respiration, cell division, DNA structure and replication, and animal and plant life cycles.
|
| |
-
CHEM 500 - Chemistry for the Middle Grades (3)
The middle level Academic Content Standards of the Ohio Department of Education guide this exploration of the properties of matter and energy in physical systems and atomic structure and forces basic to chemical systems. The course draws from important discoveries in the history of science relating to chemistry and involves students in an inquiry approach to learning science.
|
| |
-
MATH 500 - Number Systems and Operations for the Middle Grades (3)
A study of mathematics topics in the middle school curricula in the area of numbers and the theory of numbers. Particular attention will be given to developing concepts in line with the Academic Content Standards of the Ohio Department of Education from the Number, Number Sense, and Operations Standard for the middle grades. This will include topics involving prime and composite numbers, fractions, decimals, proportions, percents, rational numbers, irrational numbers, operations involving these numbers, and the relationships between these numbers.
|
| |
-
MATH 502 - Geometry and Measurement for the Middle Grades (3)
This course presents a study of mathematics topics in the middle school curricula in the area of measurement and geometry. Particular attention will be given to developing concepts in line with the Academic Content Standards of the Ohio Department of Education from the Geometry and Measurement standards for grades 5-8.
|
| |
-
MATH 504 - Algebra for the Middle Grades (3)
This course presents a study of mathematical topics in the middle school curriculum as they pertain to Algebra and algebraic thinking. Special attention will be placed on the Academic Content Standards of the Ohio Department of Education for the middle grades.
|
| |
-
MATH 505 - Probability and Data Analysis for the Middle Grades (2)
This course presents a study of mathematical topics in the middle school curriculum as they pertain to probability and statistics. Special attention will be placed on the Academic Content Standards of the Ohio Department of Education for the middle grades.
|
| |
-
PHYS 500 - Physics for the Middle Grades (3)
The middle level Academic Content Standards of the Ohio Department of Education guide this exploration of the properties of matter and energy in physical systems and atomic structure and forces basic to physical systems. The course draws from important discoveries in the history of science relating to physics and involves students in an inquiry approach to learning science.
|
| |
-
SCI 500 - Earth Science for the Middle Grades (2)
This course will develop essential topics in Earth Science (geology, oceanography, and weather) and Astronomy in line with the middle level Academic Content Standards of the Ohio Department of Education and will provide students with information to understand and appropriately instruct these topics in middle-level grades. The lecture/laboratory format provides formal presentation of topics and hands-on laboratory experience.
|
| |
Page: 1
| 2
|
Print this Page