Graduate Catalog 2016-2017 [ARCHIVED CATALOG]
Course Descriptions
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Nursing |
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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. 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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MSNA 685 - Internship I (2)
This course focuses on health promotion, health protection, and disease prevention for young to eldest adults. The course will assist students to develop a professional practice founded on the knowledge of family theory, health assessment, knowledge of models of health, 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 an acute care nurse practitioner. AGACNP students. Year Two-Fall Semester.
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MSNA 686 - Internship II (8)
In this internship course, students will gain didactic and clinical knowledge about comprehensive management of complex and chronic health conditions in the acute and sub-acute setting. Students will expand their knowledge of approved procedures, skills, and diagnostic and therapeutic treatment modalities for all ages of the adult patient from diverse populations patient from diverse populations. Students will develop skills for interprofessional collaboration while working with preceptors to assume the responsibility for management of patient health/illness status using critical thinking skills with an emphasis on decision-making, within the context of theoretical and evidence based knowledge. AGACNP students. Year Two-Spring Semester.
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MSNA 687 - Internship III (8)
This internship course builds on the knowledge from the first two internship courses. Students will gain didactic and clinical knowledge about comprehensive management of complex and chronic health conditions in the acute and critical care setting. Students will expand their knowledge of approved procedures, skills, and diagnostic and therapeutic treatment modalities for the all ages of the adult patient from diverse populations. Students will develop skills for interprofessional collaboration while working with preceptors to assume the responsibility for management of patient health/illness status using critical thinking skills with an emphasis on decision-making, within the context of theoretical and evidence based knowledge. AGACNP students. Year Two-Summer 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. 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. 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. FNP students. Year Two-Summer Semester.
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Special Education |
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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. A minimum of 20 field hours is required for a candidate seeking an initial teaching license.
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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. A minimum of 20 field hours is required for a candidate seeking an initial teaching license. Prerequisite(s): SPED 543, 558.
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SPED 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 EDUC 571.
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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.
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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. 60 field/clinical hours are required. Prerequisite(s): SPED 543, 558, 562, 582; must be taken within the last twelve hours of the graduate program and with permission of adviser.
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SPED 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 EDUC 649.
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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. A minimum of 20 field hours is required for a candidate seeking an initial teaching license. 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. 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. Candidates will have an internship of 9-12 hours per week which includes a minimum of 30 on site hours and portfolio development. Prerequisite(s): EDSU 652, 656, taken within the last twelve hours of the graduate program, and with approval 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 60 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, skills, and dispositions 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. Candidates will have an internship of 9-12 hours per week which includes a minimum of 60 on site hours and portfolio development. 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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Gifted Endorsement |
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EDGT 522 - Curriculum for Gifted Learners (3)
This course equips graduate students to collaboratively design differentiated curriculum aligned with national and state learning standards. In addition, an emphasis on the cognitive, affective, aesthetic, social, and linguistic domains is addressed as well as the integration of technology and service learning.
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EDGT 549 - Learning and Behavioral Characteristics of Gifted and Talented Students (3)
This course introduces the historical foundations of gifted education, laws and policies, and identification of individuals with gifts/talents from various cultural backgrounds. The application of philosophies, theories, models and research on key issues, and trends in gifted education are examined.
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EDGT 552 - Assessment and Identification of Gifted Populations (3)
This course analyzes the use and interpretation of qualitative and quantitative assessments in identifying students who are gifted and talented. Processes and procedures for identification and program placement as well as ethical and legal provisions are addressed.
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EDGT 582 - Differentiation and Collaboration for the Teacher of Gifted Learners (3)
This course examines the impact of collaboration, family/community involvement, diversity of learners who are gifted, variations across cultures, and effects of giftedness on individuals’ lives. The use of differentiation in creating respectful, participatory learning environments as well as various service options are also addressed.
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EDGT 615 - Administration of Gifted Programs (3)
This course addresses the knowledge, skills, and dispositions needed to successfully administer and implement a gifted education program through collaboration with students, families, communities, and educators and school staff. Special emphasis is placed on culturally responsive approaches to engage all stakeholders in articulating a comprehensive continuum of services.
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EDGT 630 - Practicum in Gifted Education (3)
This culminating experience for students in the Gifted Endorsement Program includes a supervised clinical experience/internship in an educational setting focusing on instruction of students who are gifted and talented. An action research project is required. A minimum of 90 field hours is required for the course. Prerequisite(s): Completion of all other EDGT courses.
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