Apr 30, 2024  
2017-2018 Graduate Catalog 
    
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2017-2018 Graduate Catalog [ARCHIVED CATALOG]

Graduate Courses

 

Accounting
  

  • AC 501 - Financial Accounting (3)

    An introduction to accounting concepts and procedures. Prerequisite: MA 120: College Algebra (see Undergraduate Catalog).
  

  • AC 650 - Managerial Accounting (3)

    A study of accounting concepts as applied in manufacturing and merchandising firms emphasizing analysis of financial statements and managerial use of cost data. Prerequisite: AC 501 .
  

  • AC 652 - Advanced Tax Accounting (3)

    An advanced study of federal income taxation of business entities, with an introduction to tax research. Prerequisite: AC 451: Tax Accounting I (see Undergraduate Catalog).
  

  • AC 653 - Taxation & Decision Making (3)

    A discussion of aspects of individual, partnership, corporate and estate taxation, emphasizing tax planning. It is designed for the non-accounting major and is not open to students who have completed AC 451: Tax Accounting 1, AC 452: Tax Accounting II, or AC 652 : Advanced Tax Accounting. Prerequisite: AC 501 .
  

  • AC 655 - Advanced Cost Accounting (3)

    A study of additional cost accounting techniques, emphasizing advanced applications. Prerequisite: AC 355: Cost Accounting (see Undergraduate Catalog).
  

  • AC 670 - Fraud Examination & Auditing (3)

    Emphasis is given to techniques used in arriving at audit decisions and the practical implementation of such audit decisions. Prerequisite: AC 370: Auditing (see Undergraduate Catalog).
  

  • AC 675 - Advanced Accounting Theory (3)

    An evaluation of accounting theory in relation to user satisfaction, emphasizing resource flows, asset valuation, and accounting history. Prerequisite: AC 362: Intermediate Accounting II (see Undergraduate Catalog).
  

  • AC 690 - Directed Study in Accounting (3)

    Independent study of an approved topic not parallel with the content of any other course offering.
  

  • AC 698 - Accounting Research (3)

    Independent research resulting in the completion and defense of a master’s thesis. This is an optional course not required for MBA students. Graded as Credit/No Credit.

Business Law
  

  • BL 505 - Business Legislation (3)

    A study of the legal issues inherent to business transactions.

Business
  

  • BU 601 - Business, Government & Society (3)

    A review of the basic means-ends relationship which exist among society’s goals and the various units comprising the economic and political systems, with special emphasis given to ethical behavior. Prerequisite: EC 501 .
  

  • BU 680 - Special Topics (1-3)

    Selected graduate topics to be determined at the discretion of the school.
  

  • BU 690 - Directed Study in Business (3)

    Independent study of an approved topic not parallel with the content of any other course offering.
  

  • BU 695 - Internship (1-3)

    Structured learning/work experience performed in a position approved by the School of Business and suitable for graduate credit. Maximum total credit for any one student is three hours. Prerequisite: Permission of Department. Credit/ No Credit only.
  

  • BU 698 - Business Research (1-6)

    Independent research resulting in the completion and defense of a master’s thesis. This is an optional course not required for MBA students. Graded as Credit/No Credit.
  

  • BU 699 - MBA Capstone (3)

    A capstone course, taken preferably in the last semester of study, that synthesizes learning through case analysis and simulation of organization management. Prerequisites: MK 610 , FI 630  and MG 698 .

Economics
  

  • EC 501 - Economic Concepts (3)

    An introduction to fundamental macroeconomic and microeconomic concepts which provide the background for economic analysis.
  

  • EC 540 - Statistical Analysis (3)

    An introduction to basic statistical techniques which involve methods of collecting and analyzing data with an emphasis on inferential statistical techniques used for hypothesis testing and decision making. Prerequisite: MA 120: Applications of College Mathematics (see Undergraduate Catalog).
  

  • EC 541 - Quantitative Analysis (3)

    An introduction to quantitative analysis techniques needed to apply models to situations in business and economics. Prerequisites: AC 501 , EC 501 , and EC 540 .
  

  • EC 603 - Business & Economic Forecasting (3)

    An analytical approach to developing a forecast for the economy and its relationship to forecasting industries and firms market potential. Prerequisite: EC 501 .
  

  • EC 611 - Aggregate Income Analysis (3)

    An analysis of macroeconomic variables and models from the viewpoint of how business fluctuations and external economic variables impact business decision making. Prerequisite: EC 501 .
  

  • EC 612 - Managerial Economics (3)

    Study of microeconomic analysis and models relevant to a broad cross section of decision within the business firm. Prerequisites: EC 501  and EC 541 .
  

  • EC 682 - International Economics (3)

    An introduction to the theory, structure, and policies of international trade and international financial institutions. Prerequisite: EC 501 .
  

  • EC 690 - Directed Study in Economics (3)

    Independent study of an approved topic not parallel with the content of any other specific course offering.
  

  • EC 698 - Economic Research (3)

    Independent research resulting in the completion and defense of a master’s thesis. It may be taken more than once. This is an optional course and not required for MBA students. Graded as Credit/No Credit.

Education
  

  • ED 508 - Math Methods for Elementary Teachers (3)

    Basic concepts and number processes with emphasis on mathematics and teaching methods appropriate to the needs of the elementary school child. Field-based assignment required. Prerequisite: Core level mathematics with a grade of “C” or better. Prerequisite or corequisite: ED 515 .  SP.
  

  • ED 514 - Methods & Educational Technology (1)

    The focus of this course is teaching candidates to use technology for differentiating instruction to meet the needs of every student in every lesson. The course provides critical tools to meet the demands of teachers and learners. Candidates will explore how to differentiate instruction using technologies such as internet, wikis, blogs, podcasts, photo sharing, virtual offices, simulation and game-based learning and other emerging technologies. This course explores learning-theory research and its applications for technology-enriched, standards-based units of study. Students will study theories of constructivism, multiple intelligences, and other research related to how people learn. Participants will learn how technology applications can be used to create learning environments that strengthen problem-solving skills, and encourage communication, collaboration, and reflection. Prerequisites: ED 584 , ED 585  and official admission to the School of Education. Corequisite: ED 515 . FA, SP.
  

  • ED 515 - General Methods & Differentiated Learning (3)

    This course addresses theories, and principles of pedagogy; developing and writing objectives; steps in lesson planning; selection and application of appropriate procedures, methods, and techniques; and assessments. Tasks of the MoPTA are addressed as well as exploration of learning styles, trends, and issues. Course serves as the mid-level field-based placement in the program. Course requires a forty-five-hour field experience in a K-12 classroom of a TEXT mentor. Course requires daytime flexibility to accomplish the field-based placement. General Methods can only be taken at Avila University. Credit for taking this course at another institution will not be accepted. Transportation is required. Fee required. Field-based experience required. Prerequisites: ED 584 , ED 585  and official admission to the School of Education. Corequisite: ED 514 . FA, SP.
  

  • ED 519 - Managing the Learning Environment (3)

    This course explores theories, techniques and current research concerning behavior management and discipline in classrooms and related settings. The emphasis is on a proactive, integrated method of discipline. By the end of the course, each candidate will have produced his/her own discipline plan. Field-based assignment required. Should be taken no more than two semesters before Final Clinical Experience. FA, SP.
  

  • ED 522 - Language & Literacy in the Global Context (3)

    This course explores the development of language as the foundation for literacy. It further examines how language and literacy are interrelated, and presents multiple perspectives on the definition of “literacy,” in developing nations and the industrialized world. Cultural, social, and political factors impacting literacy acquisition will be addressed as well as the role of schools as social systems. Strategies for promoting literacy in multiple contexts will be presented. Field-based assignment required. FA, SP.
  

  • ED 529 - Developmental & Educational Psychology (3)

    An exploration of learning and motivation theory, cognitive, moral, psychological, and physical development. Additional topics include an examination of social-emotional difficulties of children, and the influence of the classroom environment on learning. SU.
  

  • ED 535 - Psychology of the Exceptional Child (3)

    Designed to provide an introduction to the various areas of exceptionality (gifted, intellectually disabled, learning disabled, emotionally disturbed.) Social, educational, and family characteristics of exceptional children are explored. Samples of the unique teaching methods, materials, and techniques of instruction are discussed. In addition, laws and regulations covering exceptional students are presented. Field-based assignment required. FA.
  

  • ED 537 - Elementary Social Studies Methods (3)

    Exploration of instructional models based on concept formation, inquiry and diversity. Theories, methods and principles of pedagogy are discussed in general and applied specifically to the teaching of social studies in elementary classrooms. Transportation is required. Field-based assignment required. Prerequisite or corequisite: ED 514  and ED 515 . FA.
  

  • ED 540 - Elementary Science Methods (2)

    Exploration of methods for planning and teaching units of study in science. Experiments, cooperative group work and alternative ways of presenting material in science. Field-based assignment required. Prerequisite or corequisite: ED 514  and ED 515 . SP.
  

  • ED 541 - Foundations of Literacy & Language Development (3)

    This course will examine a balanced literacy program and how to facilitate it. Theories and objectives for teaching literacy in the elementary school will be studied. Strategies for teaching word recognition, vocabulary, comprehension, and critical thinking will be explored. Field-based assignment required. Prerequisite or corequisite: ED 514  and ED 515 . FA, SP.
  

  • ED 543 - Language Arts Methods (2)

    This course will examine oral and written language development and how this is facilitated and integrated into a balanced literacy program. Theories and objectives for teaching language arts in the elementary classroom will be studied. Strategies for teaching written language will be explored. Field-based assignment required. Prerequisites or corequisites: ED 514  and ED 515 . FA.
  

  • ED 545 - Tests & Measurements (3)

    A study of the role of evaluation in the instructional process, standards-based information and assessment, and basic statistical concepts and common terminology related to educational measurement. Practice in developing classroom tests, preparation of outcomes and the study of performance-based assessment are provided as well as information regarding commonly used formal tests in school districts. SP.
  

  • ED 553 - Analysis & Characteristics: Cross Categorical (4)

    In-depth exploration of the theories and characteristics of behavior disorders, learning disabilities, intellectual disabilities, and physical orthopedic and health disorders. Theories and practices of cross-categorical placements will be studied. Legal implications, identification procedures, and diagnostic procedures will be discussed. Field-based assignment required. Prerequisite: ED 535 . Prerequisites or Corequisites: ED 514 , ED 515 , and ED 541 . FA, odd years.
  

  • ED 554 - Middle School Philosophy & Organization (3)

    The knowledge, skills, and attitudes necessary to understand the basic organizational structure of the middle school and the necessary competencies to teach in an organization that stresses teamwork and collaboration will be addressed. The course will provide simulated interdisciplinary team experiences, the opportunities to examine flexible grouping arrangements, block scheduling, effective school components and student advising into the total school program. Field-based assignment required. Prerequisite or corequisite: ED 514  and ED 515 . SP.
  

  • ED 555 - Special Methods of Teaching Content Subjects (2)

    Exploration of the specialized methods and procedures for content area teaching including unit preparation and lesson design for the MoPTA. This course typically meets at the K-12 school sites. It includes a minimum of 20 hours of field-work in a TEXT mentor’s classroom. This course includes a video teaching assignment at the placement site. Transportation required. Fee Required.  Part of the fee is non-refundable due to the security background check requirement.  Field-based placement required. Prerequisite: ED 514  and ED 515 . FA, SP.
  

  • ED 558 - Methods & Curriculum: Cross Categorical (4)

    Selection of appropriate teaching methods and materials applicable for teaching children in cross-categorical settings will be the focus of study. Response to intervention (RTI) and methods for adapting curricular materials will be addressed. Field-based placement required. Prerequisite: ED 553 . SP, even years.
  

  • ED 561 - Language Acquisition & Development (3)

    Exploration of speech and language problems associated with children with exceptionalities and second language learners; normal speech and language development, indications for referral, and educational techniques. Field-based assignment required. Course is for Initial Certification students only. Prerequisite or corequisite: ED 543 , ED 545 . FA, even years.
  

  • ED 563 - Educational Assessment (3)

    An analysis and study of selected topics pertinent to the assessment of educational functioning. Emphasis will be on diagnostic assessment, both formal and informal, to aid in the diagnosis and treatment of learning problems occurring in special education settings, or with children needing individualized programming in general education classrooms. Candidates will administer, score, and interpret several of the currently used assessment instruments, in addition to data collection utilized in the RTI model. Fee required. Field-based assignment required. Prerequisite: ED 535 . SP, odd years.
  

  • ED 564 - Consultation, Collaboration & Family Engagement: Special Education (1)

    Exploration of methods to be used in a conferencing situation with an emphasis on working with parents in the development of an I.E.P. Interpreting progress, discussions of various assessments including state requirements. Emphasis on developing relationships with parents and families of exceptional children to increase student learning. SP.
  

  • ED 565 - Consultation, Collaboration & Family Engagement: Elementary (1)

    Exploration of methods to be used in a conferencing situation; emphasis on developing a partnership with the parents and families of children to increase student learning. SP.
  

  • ED 566 - Consultation, Collaboration & Family Engagement: Middle/Secondary (1)

    Exploration of methods for communicating with parents of the middle and high school student. Involvement of the parents and family in the school community is stressed. FA.
  

  • ED 567 - Transition/Career Education (2)

    Exploration of methods for helping children with exceptionalities successfully make the transition from school to employment with emphasis on appropriate transition goals and objectives. Legal and ethical considerations are explored. Prerequisite: ED 535 . FA, even years.
  

  • ED 570 - Assessment & Remediation of Reading Problems (3)

    This course explores the diagnostic and reflective teaching of reading. Emphasis is on assessment, instruction, and reflection that appropriately supports children at various stages of reading development. Prerequisite: ED 514 , ED 515 , and ED 541 . Corequisite: ED 586 . FA, SP.
  

  • ED 575 - Reading Strategies & Interventions in the Content Areas (3)

    Candidates will learn strategies for teaching reading, writing, speaking, and listening in the content areas. Methods of teaching effective comprehensive vocabulary and study skills will be presented. Candidates will practice techniques for adapting materials and supporting challenged readers. Field-based assignment required. Prerequisite or corequisite: ED 514  and ED 515 . FA odd years, SP.
  

  • ED 577 - Adolescent Literature (3)

    Study of adolescent literature, how to analyze and engage students, ways to incorporate literature and promote reader-response in middle school and secondary classrooms. Primarily for middle school and secondary English education candidates, but open to all education students. Prerequisite: one lower level literature course. FA, even years.
  

  • ED 580 - Special Topics (1-3)

    This course will offer a series of intensive classes on topics dealing with current issues, such as cooperative education. This class will utilize outside experts as instructors along with regular faculty. It will provide an opportunity for students to choose topics of particular interest and use for them. FA, SP, SU.
  

  • ED 581 - Health & Safety Issues in a School Setting (1)

    Presents an overview of health and safety issues specifically related to school settings. Candidates will experience learning activities to increase knowledge and skills in dealing with emergency and first aid situations. Candidates will earn CPR and first aid certification as well as receive bloodborne pathogen training. Health issues, such as eating disorders, nutrition, substance abuse, and depression will be covered, and the teacher’s role in dealing with these situations will be discussed. Note: This course should be taken the semester before Final Clinical Experience. CPR/First aid certification must be current during Final Clinical Experience for Education students only. Fee required. FA, SP.
  

  • ED 582 - Implementing Business Education Programs (3)

    This course is designed to prepare business education and vocational teacher candidates for all aspects of vocational programs. This includes administration, specific issues, funding procedures, and the involvement of state and federal roles in vocational business. FA.
  

  • ED 584 - Introduction to Educational Technology (1)

    The central focus of this course is the use of technology as a catalyst for changing teaching and learning in ways that better support the acquisition of higher-order thinking skills by all students. Thus, the course will include an introduction to the National Educational Technology Standards and the historical and current trends in educational technology addressing specifically national standards and how they impact learning/schools; profiles of NETS (National Education Teaching Standards) for teachers and students; integration of the standards into the classroom; analysis, evaluation, and creation of media and its effect on schools, learning, and society. Corequisite: ED 585 . FA, SP.
  

  • ED 585 - Practicum (3)

    Pre-service experience with a TEXT mentor in a K-12 classroom. Serves as an early screening process for teacher candidates. Course requires observation/participation which must be met during regular K-12 school days. Candidates will meet on-campus, be introduced to MoPTA, program policy, and reflective writing. The Missouri Educator Profile (MEP) will be taken as part of this course. This course is an important part of admission to the School of Education. Developmental recommendations may be made as a result of this course. Practicum can only be taken at Avila University. Transportation is required. If necessary, candidates will be allowed to retake Practicum one time after waiting at least one subsequent semester in which the course is offered. Fee required. Part of the fee is non-refundable due to the security background check requirement. Field-based experience required. Corequisite: ED 584 . FA, SP.
  

  • ED 586 - Reading Practicum (2)

    Reading practicum is delivered in a case study format, on-site at a partner elementary school. Candidates will design one-on-one lessons for and provide instruction to an elementary child who needs reading support across the semester. Transportation required. Field-based experience required. Prerequisite: ED 514 , ED 515  , and ED 541 . Corequisite: ED 570 . FA, SP.
  

  • ED 587 - Multicultural Foundations of Education (3)

    This course will provide an examination of education including philosophical, historical and social foundations, teaching as a profession, diversity and multicultural issues in education, critical questions, and other innovations. All levels of schooling are explored including elementary, middle school, and secondary education. FA.
  

  • ED 590 - Directed Study (1-3)

    Opportunity for the candidate to study a topic of interest in depth. Consent of instructor, advisor and School of Education Dean required. FA, SP.
  

  • ED 594 - Final Clinical Experience Seminar (2)

    Final Clinical Experience Seminar is a companion course to Final Clinical Experience. Seminar requires professional writing and reflections (with Avila University supervisor and instructor) and job search documents (resume, cover letters, and thank you letters) to potential employers. Additionally, the course covers pertinent professional topics and requires the completion of the Missouri Pre-Service Teacher Assessment (MoPTA). Field-based assignment required. Fee required. Corequisite: ED 595 . FA, SP.
  

  • ED 595 - Final Clinical Experience (10)

    Co-teaching in a classroom setting; supervision and guidance shared between the cooperating teacher and the university supervisor. Application must be made in advance of registration date. A teacher candidate may be removed from the Final Clinical Experience school site based on the recommendations of the school district or any of its agents, Avila University supervisors, or the Director of Clinical and Field-based Experiences. If a teacher candidate is removed from the Final Clinical Experience, the teacher candidate will not be eligible for reentry into the program nor eligible for a recommendation for certification. Transportation required. Fee required. Prerequisites: admittance to the School of Education, admittance to Final Clinical Experience, all coursework completed. Corequisite: ED 594 . FA, SP.
  

  • ED 596 - Internship (10)

    Professional experience in teaching while in a full-time paid position as a teacher in the appropriate certification area. Candidates must complete a contract with the sponsoring school. Avila University will provide a qualified supervisor. Fee required. Prerequisites: admittance to the School of Education, admittance to Internship, and all Education coursework must be completed. Corequisite: ED 594 . Credit/No Credit only. FA, SP.
  

  • ED 597 - Beginning Internship (3)

    Registration in this course of study requires full-time employment as a teacher in the appropriate certification area. This course will provide the initial professional support from University supervisors to focus on development of essential beginning teacher skills. This is the first half of the 8-hour requirement for the clinical internship experience. Fee required. FA.
  

  • ED 598 - Advanced Internship (7)

    Registration in this course of study requires full-time employment as a teacher in the appropriate certification area. This course will provide follow-up instructional support and assessment of development of professional teaching skills. Fee required. Prerequisites: successful completion of ED 597 ; admittance to the School of Education, admittance into Advanced Internship, and all Education coursework must be completed. Corequisite: ED 594 . FA, SP.
  

  • ED 615 - Theories of Learning (3)

    The purpose of this course is to survey the major theoretical concepts underlying how the human organism learns and what propels him/her to action. Implications for instruction, lesson planning, and assessment will be explored. Action research required. SP.
  

  • ED 617 - Theories of Behavior (3)

    This course will focus on the application of specific ecological, behavioral, psychoeducational, and developmental theories to real classroom management and behavior problems. Students should have a foundation in general classroom management models. Action research required. FA.
  

  • ED 620 - Rethinking Learning Spaces (3)

    This course will challenge educators to re-think learning spaces in their classroom, building, and district.  Students will explore concepts such as: 21st century learning spaces, how learning can change through space design, how technology and space design can enrich learning, and how to begin changing the learning space in your own classroom.  This course will examine best practices in infusing technology in the classroom, and how to set up an effective classroom space that supports technology infusion. SP.
  

  • ED 621 - Students as Creators (3)

    This course will examine how student creation leads to critical thinking, communication, collaboration, and creativity to spark engagement in classroom learning. Various online technologies will be incorporated to build an understanding of how creation can aid students in collaboratively solving problems, designing projects, and communicating ideas to show mastery of classroom learning. SP.
  

  • ED 622 - Teaching & Learning in Online Environment K-12 (3)

    This online class will challenge educators to understand how to build and deliver online and blended lessons to K-12 learners.  Students will understand how to integrate grade level learning objectives in an online environment.  Students will create independent and collaborative activities as well as assessments suitable for an online or blended environment.  Students will gain knowledge of best practices for how to communicate, give feedback, and engage online learners.  Throughout the course, students will experience and become aware of the various safe technologies available to online learners. SU.
  

  • ED 623 - Project Based Learning (3)

    This class will challenge educators to understand how to create, deliver, and assess Project Based Learning (PBL) experience to students. Students will understand the components of how to integrate grade level learning objectives into a PBL activity.  Students will create a PBL research-based lesson plan along with formative and summative assessments that could be used in their current classroom setting.  Students will experience and become aware of the various safe technologies available to engage learners with communication, collaboration, creativity, and critical thinking throughout a PBL activity. FA.
  

  • ED 624 - Deeper Learning (3)

    This course will examine deeper learning approaches to foster collaborative learning and to support instruction and assessment using technology.  Participants will learn how to engage students with critical thinking, problem solving, collaboration, and self-directed learning. Various online applications will be used so participants can experiment with technological tools that support student engagement, instruction, and assessment. FA.
  

  • ED 630 - Advanced Curriculum & Instruction (3)

    The student will explore the basic concepts, terminology, philosophy, and current research in curriculum planning; apply these factors both in class projects and teaching situations and be exposed to and analyze curricula of various school districts. Students will apply concepts to actual curriculum writing. SP.
  

  • ED 641 - Cultural Sensitivity & Global Citizenry (3)

    This course includes an examination of diverse cultures, stereotypes, concepts and issues that impact the way individuals interact with one another in society. It explores cultural attributes from a media perspective, as well as from being immersed into diverse settings. It is designed to help students develop sensitivity and awareness of cultural influences in America and in the world. Emphases are placed on sources of cross-cultural conflict, and approaches to cross-cultural conflict resolution as they relate to schools and communities. FA.
  

  • ED 642 - Gender Considerations in Global Education & Advocacy (3)

    This course explores how gender impacts students, teachers, schools, and classrooms. It investigates intersections and conflicts between gender and education and deconstructs how gender influences disciplinary knowledge and impacts negotiation of disciplines. The course addresses the implications for teaching, society, and social justice, as well as explores gender relationships and issues commonly encountered in child/youth advocacy work. SU.
  

  • ED 643 - Law & Politics for Human Rights & Social Justice Education (3)

    This course offers an introduction to the legal codification of human rights at both national and international levels and focuses on how social justice ideologies impact education, economic, political, social, and cultural structures within society. It examines how formal and informal educators and advocates promote human rights and influence policy both locally and globally. Students will study and analyze instances of successful and unsuccessful change within the field of human rights during the past century. The course also examines the role of the child/youth advocate/educator within legal, political, and social action frameworks and prompts the learner toward greater self-awareness in regard to equity and social justice in personal and practical settings. SP.
  

  • ED 644 - Informal & Non-formal Education (3)

    This course provides both underlying theory and practical skills to assist those who wish to be involved in educational and development work in informal settings. The course focuses on non-formal approaches to education in a variety of settings including vocational education, child/youth development and services, community education and adult education and professional training. The influence of educational philosophy, policy and practice on non-formal education curriculum and program development will be examined. Non-formal educators will further define and develop their own approaches and determine applicability with specific audiences. Emphasis will be placed on grassroots approaches to helping local people clarify and address their own needs through non-formal educational initiatives. A respect for the wisdom of local people, and a humble awareness of one’s own strengths, gifts, and challenges as a non-formal educator will frame the content and experiences within the course. FA.
  

  • ED 645 - Education in Conflict & Post-Conflict Settings (3)

    This course helps the student understand how to develop learning environments that prevent and ameliorate conflict leading to violence. It helps the student answer questions such as: How does education fit within larger efforts to regenerate social support networks and community wellbeing? What do schools and communities learn from conflict? What broad-based approaches to education and community development will facilitate healing, resilience, and the rebuilding of trust in post conflict settings? Students will analyze a variety of conflict and post-conflict situations and identify ways in which education can contribute toward reconciliation and add value in transforming conflict-generating inequalities at their roots. Additionally, students will gain valuable knowledge and practical skills for working in conflict and post-conflict educational settings. FA.
  

  • ED 646 - Technology as a Tool for Global Outreach (3)

    Technology as a Tool for Global Outreach is designed to introduce learners to the multitude of ways technological tools are changing the face of education and development. The course provides a dialogue on contemporary global challenges influencing and influenced by technological advancements including a study of global technology as affected by socio-cultural events. Emphasis will be placed on key issues facing the world and forthcoming technological developments. The discussion will include topics such as ethics, communication, education, training, development, and their confluence with technology. FA, SP.
  

  • ED 647 - Grant Writing & Management for Education & Community Development (3)

    Developing effective grant writing skills is essential to acquiring competitive funding from government agencies and private foundations. This course will provide students with the background necessary to develop competitive funding proposals. It will focus on researching and identifying potential funding sources, understanding proposal guidelines in requests for proposals (RFP), writing objectives, developing project descriptions, preparing and justifying budgets, developing protocols for assessment, submitting grants, launching projects, evaluating projects, and grant reporting. SP.
  

  • ED 648 - International Advocacy & Leadership Field Experience (3)

    This course is a structured civic engagement experience which requires leadership participation in a program that serves the educational and developmental needs of children, youth, and/or families. Students will apply knowledge gained from coursework to contribute to a child, youth or family serving agency or community organization. Students are highly encouraged to explore and gain experience internationally. However international, national or local sites may be considered with pre-approval by one’s advisor and professor. Prerequisite: Completion of 21 hours in the program and advisor and instructor approval of field site. SP, SU.
  

  • ED 649 - Master’s Project Seminar in International Advocacy & Leadership (3)

    This seminar is a culminating and integrating experience designed to provide learners developing their Master’s projects the opportunity to discuss and probe the broader aspects of international development education, global education, and international education and culture. It is intended to provide advanced Master’s students with guidance in conceptualizing, conducting and writing their Master’s projects. It offers a mixture of group planning and support as well as guided individual study for those working on action-oriented projects based on a needs assessment and problem identification. Corequisite or Prerequisite ED 648  and completion of 21 hours in the program. SU.
  

  • ED 650 - Language & Culture (3)

    Language and Culture will explore norms, features, and traditions that influence language learning within the educational environment. It will examine contemporary cultures prevalent in the United States and identify educational differences caused by a multiplex of factors including culture, language, ethnicity, gender, socioeconomics, and education. The course will provide teachers with specific strategies for working with English Language Learners and for differentiating instruction to meet the needs of English Language Learners in heterogeneous classrooms. The course will review research concerning the reduction of challenges associated with the presence of language and cultural differences both in schools and in society. FA.
  

  • ED 651 - Modern Grammar & Linguistics (3)

    Linguistic approaches to the study of language and usage, with traditional grammar as a foundation. Includes semantics, syntax, phonology, morphology, and language variations (dialects). The course will give particular attention to English and comparative linguistics. SU.
  

  • ED 652 - Methods of Teaching Language & Literacy (3)

    Instructional methods and techniques for teaching vocabulary, reading, writing, speaking, listening, and visual literacy skills to ESL/EFL learners. Instructional techniques are critiqued as to their usefulness with different groups of language learners. Field-based assignment required. FA.
  

  • ED 654 - Materials, Design & Assessments for English Language Learners (3)

    An examination of the principles of course design for language teaching including curriculum design, syllabus design, lesson design, materials design, and test/assessment instrument design. Different assessment instruments and techniques to be used with second language learners. Field-based assignment required. Prerequisite: ED 652 . SP.
  

  • ED 656 - Advanced Literature For Youth (3)

    A course designed to help teachers explore the wide variety of children’s and adolescent literature available for use in the classroom. The course will introduce narratives with bibliotherapeutic potential, high interest/low readability literature, literature to help young people make affective connections, literature for use in thematic studies, and literature to explore diverse cultures. Special emphasis on multicultural literature. SU.
  

  • ED 657 - Teaching Adult Language Learners (3)

    Principles for organizing and administrating an adult ESL program in a community-based or academic setting. Instructional methods and techniques for teaching and assessing adult ESL/EFL learners. Meets the capstone requirement for the TESL program. Corequisite: ED 696 . FA.
  

  • ED 661 - Language Acquisition & Development (3)

    Exploration of speech and language problems associated with children with exceptionalities and second language learners; normal speech and language development, indications for referral, and educational techniques. Field-based assignment required. Prerequisite or corequisite ED 543 . FA.
  

  • ED 670 - Advanced Assessment & Remediation (3)

    An advanced-level study of diagnostic and remedial literacy instruction.  Students will investigate ways to individualize instruction for diverse students who have difficulty reading and understanding texts, review research on ways to support struggling readers, and investigate instructional strategies to promote fluency, vocabulary, comprehension, phonics/word analysis, and phonemic awareness.  Students will explore special materials and evaluation tools that can be used in remedial or corrective reading programs. Corequisite: PY 697 .
  

  • ED 671 - Advanced Teaching of Secondary Literacy (3)

    An advanced-level study of readers in the 7-12 grades.  Students will investigate the challenges teenage readers face with textbooks and content related readings.  Students will invesitgate ways to individualize instruction for diverse students who have difficulty with comprehension, vocabulary, critical reading, content area reading strategies, and study skills.  Special focus will be given to integrating reading instruction into language arts, social studies, science, mathematics, art, music, family and consumer science, industrial arts, vocational arts, business education, and physical education.  Students will learn about the ways content area teachers and reading specialists interface to help struggling readers. Corequisite: ED 698 . SP.
  

  • ED 672 - Research on Literacy Seminar (3)

    Students will explore current issues and trends in literacy instruction by evaluating and critiquing quantitative and qualitative research.  Students will also design and conduct action research. SP.
  

  • ED 673 - Evaluation of Abilities & Assessment (3)

    This course will cover a variety of formal assessments of literacy skills.  It will include instruction on the interpretation of individualized intelligence tests, formal diagnostic procedures related to literacy, and prescriptive-differentiated instruction based on the anaylsis of assessment data. SU.
  

  • ED 674 - Supervision of Literacy Program (3)

    This course helps students acquire the latest information available concerning the types of literacy programs used in schools and adult education situations.  Students will visit different literacy programs in the area and learn about the various materials used in today’s literacy classrooms and programs.  Students will become familiar with exemplary practices in literacy instruction and learn about the research base for these practices.  The course will acquaint students with the various supervisory tasks and challenges associated with supervising personnel, curriculum, and record keeping for literacy programs.   The course meets the capstone requirement for Literacy Education. SP.
  

  • ED 680 - Special Topics (1-3)

    This course will offer a series of intensive classes on topics dealing with current issues such as site-based management, teacher as instructional leader, and group process techniques. This class will utilize outside experts as instructors along with regular faculty. It will provide an opportunity for students to choose topics of particular interest and use for them. FA, SP, SU.
  

  • ED 684 - Effective Instruction (3)

    The course includes the advanced study and implementation of learning theory, including motivation, reinforcement, lesson design, transfer, practice, and higher level thinking skills. Field-based assignment required. SU.
  

  • ED 689 - Research Methods in Education (3)

    This course is designed to teach practicing classroom teachers to conduct an individualized action research project within their own classrooms to improve their practice.  Students will learn the steps involved in developing an action research project, conduct the research, and share their findings as part of a culminating exercise. SP.
  

  • ED 695 - English Language Learners (ELL) Practicum (3)

    Supervised clinical experience in teaching ESOL in a K-12 situation as appropriate to the individual student’s program of study. This supervised clinical experience will occur under the direction of a university faculty member. Students must pass a background clearance check for this course. Fee required. Fee is non-refundable due to the background clearance check. Field-based placement required. Meets the capstone requirement for the ESOL certification program. Prerequisite or Corequisite: ED 652  and ED 654 . SP.
  

  • ED 696 - TESL Practicum (3)

    Supervised clinical experience in teaching ESL to adult students as appropriate to the individual student’s program of study. This supervised clinical experience will occur under the direction of a university faculty member. Field-based placement required. Corequisite: ED 657 . FA.
  

  • ED 697 - Advanced Literacy Clinical Elementary (3)

    This course provides the opportunity for a clinical experience which places students with a reading specialist, reading coach, or reading teacher in the school setting.  Students will participate in diagnostic testing of children and staffing conferences for the purpose of designing personalized remdial programs.  Students will also participate in implementation of remedial programs by working with children in the classroom and in tutoring situations.  This supervised clinical experience will occur under the direction of a university faculty member. This course meets the capstone requirement for the certification program in Special Reading. Prerequisite: ED 670  and ED 671 .  Corequisite: ED 657 . FA.
  

  • ED 698 - Advanced Literacy Clinical Secondary (3)

    This course provides a clinical experience which places students with a secondary reading specialist, reading coach, or school literacy leader.  Students will investigate standards, engage in literacy assessment, design, instruction, and communicate with students, parents, and other professionals regarding remedial programs for struggling secondary readers.  The supervised clinical experience will occur under the direction of a university faculty member. This course meets the capstone requirement for the certification program in Special Reading. Prerequisite: ED 670  . Corequisite: ED 671 . SP.

Finance
  

  • FI 630 - Financial Management I (3)

    A study of the principles of financial management and the application of those principles to major financial management decisions. Prerequisites: AC 501 , EC 501 , and EC 540 .
 

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