2020-2021 Graduate Catalog 
    
    May 05, 2024  
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2020-2021 Graduate Catalog [ARCHIVED CATALOG]

Course Descriptions

 

Education - Equitable Education
  

  • EDEQ 628 - STEM Methods and Materials for Diverse Students (3 credits)

    (Prereq: Graduate student with educator certification, EDEQ 624 , or permission of instructor) Course focuses on the development of standards-based learning experiences in STEM (Science, Technology, Engineering, and Mathematics). Emphasis will be placed on creating units that engage students in discourse, utilize inquiry, and encourage all students to participate in STEM learning. SU
  

  • EDEQ 640 - Successful Collaboration with Diverse Families (3 credits)

    (Prereq: Graduate student with educator certification, EDEQ 624 , EDEQ 625 , EDEQ 626 , EDEQ 628 , EDLL 620  or permission of instructor) Course focuses on helping educators understand the characteristics and challenges of diverse families. Additionally, educators will learn strategies to establish and maintain collaborative relationships with families. This course serves as the culminating (capstone) course for the Equitable Education concentration. S

Education - Educational Leadership
  

  • EDAD 600 - Introduction to Educational Leadership (3 credits)

    (Prereq: Admission to M.Ed. degree program in Educational Leadership) Students examine the purposes and organizational structures of educational institutions created by federal, state, and local governments offering programs and services from early childhood through adulthood. Contemporary operational and administrative problems and developing trends are considered for analysis. F
  

  • EDAD 635 - School Personnel Administration (3 credits)

    (Prereq: EDAD 600 ) The course focuses on techniques to maintain effective human relations and the use of human resources. Staff evaluation systems, staffing projections, staff-related record management, and benefit programs are examined. The curriculum emphasizes negotiations in the public sector and contract management. S, SU
  

  • EDAD 660 - Supervision of Instruction (3 credits)

    (Prereq: EDAD 600 ) This course provides a theoretical and practical overview of the supervision and evaluation of instruction. The domains of supervision and inquiry into current issues and best practices in supervision are introduced. Students will examine the use of a variety of approaches to assist in the development of practical skills using the clinical process and developmental approach to supervision. F, S
  

  • EDAD 680 - School and Community Relations (3 credits)

    (Prereq: EDAD 600 ) The development and analysis of appropriate organizational procedural and administrative arrangements for public relations programs in educational institutions are topics of the course. Problems of developing understanding and effective communication relative to the community power structure, student and teacher militancy, civil rights issues, societal polarization, media relationships, adequate financial support and instituting educational change. SU
  

  • EDAD 684 - School Finance/Ethics (3 credits)

    (Prereq: EDAD 600 ) Introduction to school finance and school business administration at all levels of school district organization. The course applies contemporary theories of economics to educational funding, sources of revenue, resource allocation considerations, and study of current trends in fiscal structure and operations in education. The curriculum includes discussion of ethics in school finance. S, SU
  

  • EDAD 686 - Legal Basis of Educational Organization and Administration (3 credits)

    (Prereq: EDAD 600 ) Basic principles of school law with special attention to legislation in South Carolina and related court decisions. Other related topics such as tenure, teacher dismissal, employment, publications and limitations of the Board of Education will be examined. S, SU
  

  • EDAD 689 - School Principal (3 credits)

    (Prereq: EDAD 600 ) This course provides an overview of this key position. Analyzes and investigates roles and functions of principalship. The emphasis of the curriculum is on linking theory to practice, facilitating transition to leadership position, and development of appropriate skills and attitudes. Leadership and management will be addressed. Theoretical concepts and practical illustrations are used to expand insights into the issues facing the school principal. F, S
  

  • EDAD 694 - Elementary School Principal in Practice I (3 credits)

    (Prereq: EDAD 600  and completion of 5 (five) EDAD courses before permission to register for internship) This internship under direct supervision of an on-site experienced elementary administrator and a member of the faculty of the CCU Department of Educational Leadership serves as a critical benchmark for decisions about administrative licensure. The first in a two-semester internship provides practical experience in the duties and responsibilities of the school principal designed to insure orientation in educational administration as a broad field. F, S
  

  • EDAD 695 - Elementary School Principal in Practice II (3 credits)

    (Prereq: EDAD 600 , 694  and completion of 5 (five) EDAD courses before permission to register for internship) The second in a two-semester supervised internship expands the candidate performance of the duties and responsibilities of the school principal. Included in the internship are specialized and in-depth projects related to school administration and problems that reflect candidate needs and interests. F, S
  

  • EDAD 696 - Secondary School Principal in Practice I (3 credits)

    (Prereq: EDAD 600 , and completion of 5 (five) EDAD courses before permission to register for internship) This internship under direct supervision of an on-site experienced secondary administrator (“field supervisor”) and a member of the faculty of the CCU Department of Educational Leadership serves as a critical benchmark for decisions about administrative licensure. The first in a two- semester internship provides practical experience in the duties and responsibilities of the school principal designed to insure orientation in educational administration as a broad field. F, S
  

  • EDAD 697 - Secondary School Principal in Practice II (3 credits)

    (Prereq: EDAD 600 , 696  and completion of 5 (five) EDAD courses before permission to register for internship) The second in a two-semester supervised secondary internship expands the candidate performance in the duties and responsibilities of the school principal. Included in the internship are specialized and in-depth projects related to school administration and problems that reflect candidate needs and interests. F, S
  

  • EDAD 700 - Assessing Leadership Skills and Initiating Change (3)

    This course examines effective leadership styles, skills, roles, and functions of leaders within various educational setings. Students assess their own leadership style and the leadership style of others, as they gain a broad understanding of the history and origins of leadership, leadership styles, and initiating substantive changes in educational environments with fidelity.  TBA
  

  • EDAD 701 - Advanced Leadership and Management Theory (3 credits)

    (Prereq: M.Ed. in Educational Leadership or equivalent or permission of instructor) Advanced leadership and management theories will be examined to analyze, plan for implement, and evaluate strategies for educational leaders to support school improvement processes in rapidly changing social, economic, and political contexts. F
  

  • EDAD 705 - Foundations of Leadership and Management in Higher Education (3 credits)

    (Prereq: Students must be admitted into the Doctor of Philosophy in Education program or by permission of the instructor) The purpose of this course is to provide a comprehensive examination of the foundations of leadership and management within higher education. Advanced leadership and management theories are examined to analyze, plan for, implement, and evaluate strategies for educational leaders to support higher education improvement processes in rapidly changing social, economic, and political contexts. The focus areas of this course include the philosophical assumptions that guide higher education, the unfolding of its history, management practices, and the ways in which philosophy and history have shaped higher education.  F, S, Su.
  

  • EDAD 735 - Finance and Ethics (3 credits)

    (Prereq: EDAD 701  and EDAD 789  or Admission to the Ph.D. in Education or permission of the instructor)

    This course serves as an introduction to finance and ethics at various levels of educational organizations. The course applies contemporary theories of economics to educational funding, sources of revenue, and resource allocation. The course also reviews current trends in fiscal structures and operations within various educational settings. Other related topics include budget management, expenditures, local and federal involvement, monetary safeguards and audits. The curriculum includes discussion, research, and application of ethics in relation to finance and other associated topics. TBA
  

  • EDAD 740 - Governance and Organization of Higher Education (3 credits)

    (Prereq: Student must be admitted into the Doctor of Philosophy in Education program or by permission of the instructor)  The purpose of this course is to provide a comprehensive examination of the governance and organization of institutions of higher education in the United States so that educational leaders may better manage, navigate, and strengthen institutions of higher learning. Topics addressed include characteristics and best practices of successful institutions of higher education, related theories, functions of the Board of Trustees, policy development and implementation, stakeholders, stakeholder collaboration, and outcomes/sustainability. F, S, Su.
  

  • EDAD 750 - Administration of Higher Education (3 credits)

    (Prereq: Students must be admitted into the Doctor of Philosophy in Education program or by permission of the instructor) This course involves an extensive exploration of the functional areas and skills that significantly contribute to the effective administration of institutions of higher education. The course topics and readings include an emphasis on planning, budgeting, effective leadership, personnel administration, and facility management in the higher education environment. F, S, Su.
  

  • EDAD 760 - Instructional Leadership and Supervision (3 credits)

    (Prereq: EDAD 701 , EDAD 789  or Admission to the Ph.D. in Education or permission of the instructor)  From the framework of district level leadership, this course surveys the process for supervising, improving, coordinating, and evaluating instruction. It includes contemporary trends in supervisory practices. S.
  

  • EDAD 770 - Assessing Leadership Skills and Initiating Change (3 credits)

    (Prereq: Admission to the Ph.D. program or permission of the instructor)

    This course examines effective leadership styles, skills, roles, and functions of leaders within various educational settings. Students assess their own leadership style and the leadership style of others, as they gain a broad understanding of the history and origins of leadership, leadership styles, and initiating substantive change in educational evironments with fidelity. 

  

  • EDAD 777 - School Facilities (3 credits)

    (Prereq: EDAD 701 , EDAD 789 ) Course is about the interaction of facilities and learning in PK-12 education. Students learn about basic facilities issues at the building and district level including facilities management concepts and processes related to buildings and grounds. In addition, students learn how to plan for and implement facilities development and major construction projects. SU
  

  • EDAD 780 - Politics and Policy of Education (3 credits)

    (Prereq: EDAD 701 , EDAD 789  or Admission to the Ph.D. in Education or permission of the instructor)  The framework of this course is the micro and macro politics of education in the United States. It provides an introduction to the field of educational politics, the political process, and their transformation into policy. Su.
  

  • EDAD 785 - Action Research in Higher Education (3 credits)

    (Prereq: Students must be admitted to the Doctor of Philosophy in Education program or by permission of the instructor) This graduate course introduces students to action research as a technique of improving teaching, learning, and other practices within higher education. Students gain hands-on experience completing research in college/university classrooms, learning assistance centers, and/or other college/university learning environments. The course explores the relative strengths and potential challenges of different approaches to action research, as well as ethical issues associated with action research. All students are trained on how to ethically conduct research involving human subjects.  F, S, Su.
  

  • EDAD 786 - Topics in Educational Leadership (3 credits)

    (Prereq: EDAD 701 , EDAD 789  or Admission to the Ph.D. in Education or permission of the instructor)  Course topics are determined by the interest and needs of the students and the instructor including a focus on Special Education, the Common Core Standards, and Instructional Technology. Topics identified and researched in this course are used for action plans designed in EDAD 788 - Action Research (3 credits)  and EDAD 795 - District Level Internship II (3 credits) . F.
  

  • EDAD 788 - Action Research (3 credits)

    (Prereq: EDAD 701 , EDAD 786 , and EDAD 789  or Admission to the Ph.D. in Education or permission of the instructor) Course advances the proposition that the action research approach is a useful paradigm for school district improvements. After learning about action research methodologies, students collaborate with a district level educational leader who works with the student identifying a topic for action research. The student may use the action research topic to build an action plan addressing the issue for implementation in EDAD 795 - District Level Internship II (3 credits) . S.
  

  • EDAD 789 - The Superintendency and District Level Leadership (3 credits)

    (Prereq: M.Ed. in Educational Leadership or equivalent, be matriculated in the Educational Specialist Program, or permission of instructor) The purpose of this course is to study the basic functions, duties, responsibilities and current problems confronting school superintendents. Students also learn about applying administrative theories or organizational behavior and development, relations with the school board, and the various roles of district level administrators. S
  

  • EDAD 790 - Seminar in Educational Leadership (3 credits)

    (Prereq: EDAD 794 ) (Coreq: EDAD 795 ) Through interviews, readings, discussions, and research, students apply action research techniques and practices to design and apply solutions to problems in school administration and supervision in EDAD 795 - District Level Internship II (3 credits) . F
  

  • EDAD 791 - Contemporary Issues in Higher Education (3 credits)

    This course examines contemporary issues and impact in higher education. Students gain a broad understanding of past and current situations/trends which impact higher education in a positive or negative manner. This course examines topics closely related to higher education such as accreditation, affordability, enrollment, student equity, access, online education, teaching and learning, title IX, and working with various faculty members.   TBA
  

  • EDAD 792 - Legal Basis of Educational Organization and Administration (3 credits)

     This course examines advanced principles of educational law with special attention to public sectors, private sectors, colleges, and universities. Other topics examined include: hiring and personnel issues, dismissal, due process, current court decisions, and constitutional issues. The rights and responsibilities of various educational stakeholders are also discussed. The course includes discussion, research, presentation, and application of educational law in relation to various educational settings.  TBA
  

  • EDAD 793 - College Teaching and Advising (3 credits)

    This course examines the elements associated with teaching at the college level and advising both undergraduate and graduate students. Learners have the opportunity to read and discuss current literature on teaching, learning, adult students, and successfully advising students. The course is designed to teach students how to effectively prepare and deliver meaningful, practical, and reflective instructional strategies in the college classroom. Students also learn general frameworks, best practices, and various barriers associated with advising adult learners.     TBA
  

  • EDAD 794 - District Level Internship I (3 credits)

    (Prereq: EDAD 701 , EDAD 735 , EDAD 760 , EDAD 777 , EDAD 780 , EDAD 786 , EDAD 788 , and EDAD 789 ) First of two-semester internship, the course provides experience in district level leadership roles under the guidance of an experienced field mentor and university supervisor. This is a field-based course. Candidates are required to participate in and complete a minimum of 150 hours of activities over a two-semester period of time. MY
  

  • EDAD 795 - District Level Internship II (3 credits)

    (Prereq: EDAD 794 ) (Coreq: EDAD 790 ) Second of two-semester internship, this field-based course provides experience in district level leadership roles under the guidance of an experienced field mentor and university supervisor. Candidates are required to participate in and complete a minimum of 150 hours of activities. A major component of this course is implementing an action plan to address the field-based problem researched in EDAD 788 . F

Education - Education Elementary
  

  • EDEL 608 - Parent Involvement in Elementary Education (3 credits)

    Analysis of programs and practices for involving parents in elementary educational settings. Emphasis on objectives, methods, techniques, and materials for program development. Community resources for supporting programs for children in various instructional settings. As Needed
  

  • EDEL 610 - Social Studies in the Elementary School (3 credits)

    Selection, classification, and organization of materials in the field of social studies in the elementary school. As Needed
  

  • EDEL 611 - Teaching Writing in Elementary and Middle School (3 credits)

    Writing instruction in relation to the developmental characteristics of children through preadolescence. As Needed
  

  • EDEL 613 - Science in the Elementary School (3 credits)

    Reinforces the science background of prospective and practicing elementary teachers. Innovations are examined. Emphasis is placed on methods, materials, community resources and evaluation procedures. As Needed
  

  • EDEL 617 - Curriculum Problems in the Elementary School (3 credits)

    (Prereq: EDEL 715) A course designed to examine the internal facets of the elementary school. These include the library; health, guidance, and other pupil personnel services; curriculum revision; elementary school procedures; and pupil accounting. As Needed
  

  • EDEL 631 - Special Topics in Elementary Education (3 credits)

    Specific analyses of crucial issues in the field as they exist and emerge in the future. Provides an opportunity for students to do in-depth study of specific areas of concern. As Needed
  

  • EDEL 640 - Advanced Study of Teaching Mathematics in the Elementary School (3 credits)

    The selection of teaching procedures and instructional materials which facilitate pupil discovery and learning. Research findings relative to current trends, diagnostic teaching, and mathematics as a contemporary necessity will be examined. As Needed
  

  • EDEL 645 - Diagnostic Teaching of Arithmetic (3 credits)

    Analysis of the concepts and skills of arithmetic in the school mathematics curriculum, exploration of diagnostic-prescriptive teaching methods. As Needed
  

  • EDEL 658 - Advanced Study of Teaching Science in the Elementary School/Middle School (3 credits)

    Study of curriculum models and instructional theory underlying elementary and/or middle school science programs. As Needed
  

  • EDEL 670 - Advanced Study of Language Arts in the Elementary School (3 credits)

    The relationship between language learning and the genesis and development of personality with implications that would follow for the elementary school language arts curriculum. As Needed
  

  • EDEL 695 - Special Education for Teachers in Elementary Education (3 credits)

    Addresses current issues and needs in instructional programming for students with high incidence disabilities (learning disabilities, emotional/behavioral disorders, and mental retardation) at the elementary level. Emphasizes methods for the development and acceleration of basic academic skills. As Needed

Education - General
  

  • EDUC 504 - Technology and Instruction (3 credits)

    (Computer Usage) (Prereq: Admission to MAT Degree Program) Development of essential technology skills for educational settings. Classroom applications of word processing, spreadsheet, database, multimedia and Internet technologies. As Needed
  

  • EDUC 531 - Microcomputers and Instruction (3 credits)

    A hands-on laboratory approach for developing computer literacy skills and for developing skills necessary to use instructional technology to enhance classroom instruction. Off-campus clinical experiences are included to increase student achievement. As Needed
  

  • EDUC 607 - Research for Today’s Schools (3 credits)

    Study of the principles of education research and how research can improve instruction and assessment in PK-12 learning environments. The course focuses on identifying and defining research questions, reviewing and critiquing qualitative and quantitative education research, developing mixed-methods research designs, collecting and analyzing qualitative and quantitative data, using the results of empirical research to guide instructional decisions, and the communication of research results. Students are required to develop, implement, write up, and report on an original, field-based, education research project. F, S, SU
  

  • EDUC 608 - The Nature and Needs of Gifted and Talented Students (3 credits)

    (Prereq: Admission to Graduate Study) Course designed to provide teachers with a foundation in gifted education as a survey course in the education of gifted and talented students. Included is an overview of the historical and philosophical background of gifted education, as well as a rationale for it. The course focuses on the characteristics, needs, problems, and developmental patterns of gifted and talented students, including special populations of gifted and talented students and methods of talent development. As Needed
  

  • EDUC 609 - Introduction to Curriculum and Instruction for Gifted and Talented Students (3 credits)

    (Prereq: Admission to Graduate Study at CCU) Course is designed to prepare teachers to organize and deliver appropriate curriculum for gifted and talented students. Teachers will explore curriculum models, instructional strategies, and assessments in order to meet the needs and abilities of gifted and talented students. Current research and technology will be utilized in writing lesson plans and units. As Needed
  

  • EDUC 610 - Integrated Reading and Writing Instruction (3 credits)

    Theoretical bases and techniques for teaching reading and writing using multiple subject areas. As Needed
  

  • EDUC 611 - Writing/Reading Process Institute Seminar (6 credits)

    (Permission of instructor) (=ENGL 611 ) This course involves participants in the study of literacy education. Current theory and practice in the teaching and learning of writing and reading will be explored and experienced with special attention/writing workshop and the role of teacher research to develop new professional knowledge. Prior approval of graduate advisor is required to include this course in a graduate degree program. As Needed
  

  • EDUC 620 - The Middle School Curriculum (3 credits)

    (Prereq: Permission of the instructor) A course intended to increase the student’s knowledge and awareness of current trends and practices in middle school curriculum with an emphasis placed on the future direction of middle school education to prepare teachers for the demands of an increasingly advanced technological, multicultural society. As Needed
  

  • EDUC 625 - Student Motivation and Management (3 credits)

    Study of effective principles and techniques of motivation and management in classrooms today. Attention is given to theories and strategies of the management of students as well as classroom organization and the relationship between motivation and management. As Needed
  

  • EDUC 628 - Assessment of Performance to Inform Instruction (3 credits)

    (Prereq: EDUC 607 ) This course focuses on critical knowledge and application of assessment data when making decisions that promote strong instructional outcomes for students. Based on an understanding of student cognitive and affective development, participants will use, interpret, and appropriately communicate formal and informal assessment results to parents and students. Course emphasizes effective collaboration with other school-based professionals to evaluate and monitor student progress and to modify instruction based on individual learning needs. F, S
  

  • EDUC 630 - Advanced Study of Curriculum and Instruction (3 to 6 credits)

    Study of the principles of curriculum and instruction related to PK-12 schools. Included are sources of the curriculum, methods of organization, curriculum planning and development, the teacher’s roles and responsibilities, assessment, and trends and influences in curriculum and instruction practices. Field work is included. F, S
  

  • EDUC 631 - Special Topics (3 to 6 credits)

    Topics selected allow for specialized study of timely topics related to the field of education. As Needed.
  

  • EDUC 649 - The School and Modern Society (3 credits)

    (Prereq: Permission of the instructor) Basic concepts of the relation of the school to the social order; an analysis of the essential features of changing social context within which American educational policy and practice now operate. The educational implications of recent social change in the American and world society. As Needed
  

  • EDUC 655 - Teaching Environmental Education (3 or 6 credits)

    Rationale and strategies for teaching environmental education. As Needed
  

  • EDUC 680 - Capstone Experience (3 credits)

    Study that focuses on the preparation of an action research project, paper and presentation that addresses a real problem found in the classroom/job assignment of the candidate and applies the knowledge and skills gained in the degree program.  F, S, Su.
  

  • EDUC 685 - Strategies for Serving Diverse Learners (3 credits)

    Course designed to assist teachers in exploring issues in multicultural and special education to recognize how such factors as socioeconomic status, racial and ethnic backgrounds, gender, language proficiency, and disabilities may affect a child’s performance. Teachers will study ways of making classrooms, curricula, and instructional strategies suitable for a diverse student population. F, S, SU
  

  • EDUC 728 - Data-Driven Decision-Making to Inform Instruction (3 credits)

    This course focuses on the critical knowledge, theory, practice, current accountability structures, and application of student evaluation, communicating student achievement, and using assessment data as decision-making tools. Provides an overview of principles and issues surrounding curriculum as well as in various program evaluation measures and curriculum evaluation tools. Develops the ability to examine, explore, analyze, and utilize student level data to guide decision-making and reform efforts in the classroom, school building, or school district, guided by the principles of understanding data management, interpretation, and student assessment. TBA
  

  • EDUC 731 - Advanced Instructional Methods and Strategies-Elementary Education (Grades PK-5) (3 credits)

    This course is designed to examine the historical, conceptual, theoretical, and practical issues of teaching and learning in grades PK-5. Provides an opportunity to examine, design, deliver, and evaluate curricula, methodologies and instructional strategies to enhance student engagement and learning. TBA
  

  • EDUC 732 - Advanced Instructional Methods and Strategies-Secondary Education (Grades 6-12) (3 credits)

    This course is designed to examine the historical, conceptual, theoretical, and practical issues of teaching and learning in grades 6-12. Provides an opportunity to examine, design, deliver, and evaluate curricula, methodologies, and instructional strategies to enhance student engagement and learning. TBA
  

  • EDUC 735 - Contemporary Learning Theories and Practices (3 credits)

    This course focuses on critical examinations of professional development, current foundational research, current practices, reform efforts, and evaluation of education. Analysis of curricular debates within teacher education, emphasizing the relationship of current mandates to the larger purposes of teacher preparation and PK-20 schools. TBA
  

  • EDUC 750 - Contemporary Curriculum Theory (3 credits)

    This course provides an in depth understanding of contemporary theoretical substructures of the curriculum. In this course, the curriculum is understood as both the explicit, planned course of learning, and the hidden or latent experiences that students encounter in school settings or experience within their world. We will study historical, political, behavioral, social, psychological, cognitive, philosophical, institutional theories in order to understand the impact of theories on curriculum issues, schools and society. The goal of this course is to provide students with the theoretical framework for analyzing, critiquing, and investigating curriculum so that they will understand the complexities of contemporary curriculum discourses and research practices. TBA
  

  • EDUC 785 - Critical Studies in Diversity and Education (3 credits)

    This course focuses on the examination of the student diversities found in classrooms and the impact of diverse learners on curricular and instructional practices. Teachers will study ways of making classrooms, curricula, and instructional strategies diversified, developmentally appropriate and equitable to meet the needs of all student populations. Analysis and interpretation of critical theories, research, and approaches to understanding issues of student and community diversity affecting schools. TBA
  

  • EDUC 790 - Strategies for Serving Rural and Urban Learners (3 credits)

    This course will explore the social, historical and political shaping of education policy in the United States as it relates to rural and urban communities. The course focuses on the relationships between economic and social stability and how socioeconomic and ethnic diversity within rural and urban schools may be correlated directly with educational opportunity and achievement, which may impact long-term individual, family, and demographic group economic stability and advancement. Analyzing facts and statistics on topics such as poverty and homelessness, diversity, substance abuse, and mental health. TBA
  

  • EDUC 800 - Ways of Knowing: Introduction to Educational Research (3 credits)

    This course is designed to provide an introduction to understanding and interpreting qualitative and quantitative methods of educational research. Review of the steps in planning, selecting appropriate research methodology, conducting, analyzing, and reporting data, and reporting research. The purpose of the course is to assist students through the proposal and dissertation writing processes. TBA
  

  • EDUC 810 - Qualitative Research Methods in Education (3 credits)

    This course will provide an introduction to qualitative methods in social science research, in terms of both the practical issues of conducting this type of research and the conceptual debates in the field. Methods include collection and analysis of observations, interviews, and other records of human activity to gain a better understanding of structures, processes, and perspectives that drive or shape human behavior. The purpose of the course is to assist students through the proposal and dissertation writing processes. TBA
  

  • EDUC 815 - Quantitative Research Methods in Education (3 credits)

    This course will provide an introduction to quantitative methods, to develop a working knowledge of the research methods and basic statistical skills needed to collect and analyze quantitative data and examine the social, political and ethical dimensions of designing and executing research. The course considers the methodological issues relevant to conducting an array of quantitative research with an emphasis on the art and science of survey research methods. In addition to methodological considerations. The course will explore the stages of survey development and administration, including measurement, instrumentation, sampling and distribution, institutional review board approval, and use of SPSS. The purpose of the course is to assist students through the proposal and dissertation writing processes. TBA
  

  • EDUC 825 - Mixed Methods Research in Education (3 credits)

    This course will provide an overview of mixed methods research, focus on the epistemological foundations of both mixed method designs and their components, including epidemiological surveys, in-depth qualitative interviewing, and collecting, analyzing, integrating, and reporting data based on multiple sources. The course covers the paradigms and “mental models” that inform both approaches, and the ways in which qualitative and quantitative goals, questions, methods, and interpretive strategies can be productively combined. The purpose of the course is to assist students through the proposal and dissertation writing processes. TBA
  

  • EDUC 899 - Dissertation (1-12 credits)

    (Prereq: Admission to the Ph.D program or permission of instructor)

    This course focuses on both the theoretical and practical aspects of designing dissertation research and successfully defending the design in a proposal hearing. The purpose of the course is to assist students through the dissertation writing processes.


Education - Instructional Technology
  

  • EDIT 604 - Teaching with Technology (3 credits)

    A standards-based investigation of instructional technologies and their potential to improve teaching practices, professional communication, workflow productivity and learner performance. The course is closely aligned to the National Education Technology Standards for Teachers (NETS-T), published by ISTE, and surveys an extensive range of tools and techniques to design, develop, implement and evaluate technology-integrated instruction in education and training settings. Course assessments are project-based and require students to demonstrate competence by analyzing instructional design contexts and producing instructional materials. A standards-based investigation of instructional technologies and their potential to improve teaching practices, professional productivity, and student performance. The course is designed to meet the National Education Technology Standards for Teachers (NETS-T), published by ISTE. F, S, SU
  

  • EDIT 610 - Instructional Design and Technology Integration (3 credits)

    This course introduces seminal models of instructional design within the context of planning effective learning materials and experiences supported by technology for education and training environments. Research-based best practices in technology integration are carefully analyzed, as well as strategies for evaluating instructional technologies and materials, including those that are designed to meet the needs of diverse learners. Students conduct literature reviews of current topics in the field. SU
  

  • EDIT 620 - Technology Planning and Management (3 credits)

    This course explores theories and strategies for planning and managing instructional technology resources at the classroom-level using essential project management workflows that emphasize technology evaluation, acquisition, installation, operation, administration and maintenance. The course utilizes a gap analysis framework to apply mixed-methods (quantitative and qualitative) research techniques to analyze current and desired technological needs and conditions. Students collect and analyze these data within the context of published literature and write a detailed summary report. S
  

  • EDIT 630 - Development of Instructional Multimedia (3 credits)

    This course explores the application of research-grounded design principles to the development of multimedia learning objects for professional settings. Students will improve understanding of modern authoring tools, concepts and workflows as they produce graphic, audio, video, screencast and animation materials that meet rigorous evaluation criteria derived from modern learning theories. The course also analyzes legal and ethical issues relevant to multimedia development and presents practical strategies for compliance with current accessibility and copyright laws. Course assessment includes quizzes, homework exercises and a final project developed for a specific clinical audience. S
  

  • EDIT 640 - Instructional Video Production (3 credits)

    This course explores various models of instructional storytelling to create effective teaching and training videos for educational and professional settings. Students will improve their technical understanding of video production tools, concepts and workflows as they apply instructional design skills to visualize specific instructional messages. The course presents best practices in production planning, storyboarding, script writing, set design, talent management, camera operation, shot composition, audio capture, lighting design, continuity editing, accessibility features and digital deployment. Course assessment includes quizzes, homework exercises and a final project video produced for a specific clinical audience. F
  

  • EDIT 650 - Teaching and Learning Online (3 credits)

    This course explores various theories and best practices for the design, development, and implementation of online instruction for blended and distance-based applications. Students will design effective online formative and summative assessment strategies for evaluating student learning, select and build instructional content to meet the need of students with different learning styles, demonstrate proficiency utilizing web production tools to develop online instructional environments, utilize effective online teaching strategies and technology tools to promote communication and collaboration, use information resources for effective online teaching, use diverse instructional strategies, reflect on their course experience, and offer suggestions for online course improvement. Course assessment includes quizzes, forum discussions, and homework assignments. SU
  

  • EDIT 660 - Advanced Online Teaching (3 credits)

    (Prereq: EDIT 650 ) This course further explores a variety of activities to create a sense of presence and to engage online learners. Student will understand and reflect on the significance of building community in virtual environments, utilize online tools to promote communication and collaboration, identify and develop strategies for building community online, address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources, develop content specific instructional strategies for various asynchronous and synchronous online teaching tools, develop additional strategies to differentiate instruction (i.e. learning styles, adaptive/assistive technologies, pacing, supplemental activities and remediation.), create and deliver lessons suitable for asynchronous and synchronous delivery that use appropriate and effective multimedia design elements, and develop strategies for involving, communicating, and connecting with diverse students. Course assessment includes forum discussions, homework assignments, and a group project. SU
  

  • EDIT 670 - Educational Games and Simulations (3 credits)

    This course introduces theories and strategies supporting the use of educational games, simulations, and virtual environments to improve learner performance and engagement in education and training settings. A variety of tools and methodologies for building, implementing and evaluating website and mobile gaming models will be explored. Students will analyze research literature to identify key characteristics of games and simulations, promote learner reflection using collaborative game tools to clarify learners’ conceptual understanding and thinking, incorporate game tools to promote learning and creativity, utilize game tools to address the diverse needs of all learners, analyze and apply instructional game and simulation theories to games developed in class, analyze commercial games and simulations to identify key characteristics and technical, practical, and pedagogical limitations; develop game evaluation rubrics, and collaborate with others using game tools and resources to support learner success and innovation. Course assessment includes a learning journal, forum discussions, homework assignments, and a group project. F
  

  • EDIT 677 - Assessment Technology and Learning Analytics (3 credits)

    This course examines technologically supported strategies for designing effective assessments to inform instructional decisions and improve learner performance. Students will explore evidence-based practices for developing formative and summative digital assessments that optimize feedback systems, promote academic integrity and personalize learning. Course assessment includes quizzes, homework exercises and an action research project that requires students to deliver an instructional technology innovation and collect and analyze data to determine its impact on target learners in a clinical setting. F
  

  • EDIT 680 - Special Topics in Instructional Technology Curricula (3 credits)

    This course examines emerging instructional technologies and associated trends, issues, research, theories and practices that impact education and training settings. Designed as a real-world analytical experience, the course uses a problem-based framework that requires students to identify technological barriers and problematic issues in specific instructional contexts, review evidence-based practices in the scholarly literature, evaluate potential instructional technology solutions, and propose potential implementation processes. The course emphasizes just-in-time training, product-impact analysis and organizational change theory as essential applied models. Students conduct literature reviews and administer surveys to collect and analyze data to articulate informed solutions. F, S.
  

  • EDIT 690 - Seminar in Instructional Technology (3 credits)

    (Prereq: EDIT 610 , 630 , 640 , 650 ) This course requires two capstone experiences for program candidates in their final semester – (1) 30 hours of supervised clinical experiences in instructional technology leadership where students collaborate with decision-makers to design, develop, implement, manage and evaluate instructional technology training for adult professionals in approved placements. (2) The development of an online portfolio documenting mastery of all content, pedagogical, technical and professional knowledge targeted in the program goals. F, S
  

  • EDIT 700 - Principles of Instructional Design (3 credits)

    This course introduces the instructional systems design (ISD) model for education and training contexts, with emphasis on the delineation and alignment of instructional goals, teaching methodologies and evaluation techniques. Students develop mastery of the of the instructional design process, analyze the role of the systematic design of instruction within the context of teaching and training processes and relate this knowledge to their educational profession or other related instructional setting. The course culminates with in-depth curriculum analyses requiring students to research the design and function of current curricula based on the instructional systems approach, with specific attention to the alignment of goals and objectives, an analysis of diverse learner needs and the instructional methods used to teach and assess learning. F, S
  

  • EDIT 704 - Technology in Curricula (3 credits)

    This course presents methods and techniques for designing, developing, implementing and evaluating instruction across various curricula aligned to specific content and technology standards. Students design and re-design technology integrated curricula to improve learner performance for specific instructional contexts, including meeting the needs of diverse populations. F
  

  • EDIT 710 - Instructional Technology Tools (3 credits)

    This course surveys popular and emerging technology applications and devices to design innovative learning experiences for various instructional contexts, including traditional, online and blended frameworks. Students will explore research-based best practices in the utilization of technology to support instructional design, classroom management, collaborative learning, communication with local and global audiences, technical troubleshooting of digital resources, as well as strategies to promote equitable, safe, legal and ethical use of digital information and technologies. Course assessment includes forum discussions, video tutorial productions, online resource management, and a project. F
  

  • EDIT 720 - Theories of Learning with Instructional Technology (3 credits)

    This course introduces major theories and principles of human learning and development relevant to the utilization of instructional technology. Students develop deep understanding of how to apply research-based findings in cognitive science to guide the design, development and implementation of multimedia instruction to support the diverse needs, interests and abilities of all learners to engage digital materials and experiences that emphasize creativity and higher-order thinking skills. Students will also explore motivational models of instructional design, as well as evaluate and reflect critically on instructional technology products applied in various education or training settings. Course assessment includes forum discussions, annotated bibliography reflections, and analytical papers. S
  

  • EDIT 740 - Design and Development I (3 credits)

    This course challenges students to apply research-based instructional design principles and learning theories to develop effective digital learning objects that address real-world needs of professionals in traditional, online and blended educational settings. Students will utilize digital authoring tools and workflows to create meaningful multimedia resources for integration in interactive instructional systems. The course also reviews legal and ethical issues relevant to learning object development, including practical strategies to promote digital equity and comply with current accessibility and copyright laws. Course assessment includes quizzes, homework exercises and a final project developed for a specific clinical audience. SU
  

  • EDIT 744 - Graphic Design for Instructional Technology (3 credits)

    This course explores research-based visual design theories and learner-centered graphic design strategies for print and non-print instructional materials. Students apply principles of visual literacy to optimize the design of text, graphic and image representations that address the diverse needs of all learners. The course emphasizes the development of instructional content that integrates multiple messages to achieve identified learning goals by applying graphic design tools (type, shape, color, depth, space), graphic design actions (contrast, alignment, repetition, and proximity) and graphic design perceptions (figure/ground, hierarchy, gestalt) that maximize learning impact. Students evaluate and reflect on their designs continuously within the context of their varied professional settings. Course assessment includes quizzes, homework assignments and graphic design production projects. S
  

  • EDIT 750 - Design and Development II (3 credits)

    This course analyzes best practices in learning interaction design to create complex instructional systems using advanced professional authoring tools for delivery in online and blended educational settings. Students build visual mockups that apply theoretical principles of interface and user experience (UX) design to develop creative and interactive prototypes that maximize engagement, stimulate higher order thinking, and improve learner performance. Responsive design strategies and advanced deployment techniques to enhance fidelity and equity across learner devices are also explored. Course assessment includes quizzes, homework exercises and a final project developed for a specific clinical audience. SU
  

  • EDIT 760 - Instructional Technology Leadership (3 credits)

    This course explores research, theory and models of technology resource management from a building-level or district-level perspective, including facilities, personnel, financing, acquisition, development, policy and training. The course utilizes a gap analysis framework to apply mixed-methods (quantitative and qualitative) research techniques to analyze the current and desired technological needs and conditions of a targeted site. Students collect and analyze these data within the context of published literature and write a detailed white paper with specific recommendations for key decision constituents SU
  

  • EDIT 770 - Field Experiences in Instructional Technology (3 credits)

    This course requires 30 hours of supervised clinical experiences in instructional technology leadership. Students engage in field-based design, development, implementation, management and evaluation of instructional technology initiatives in approved professional placements, serving as instructional technology consultants responsible for collaborating with decision-makers to conduct needs analyses and guide the design, development and implementation of instructional technology initiatives that address real-world problems or opportunities for adult learners. Students are expected to collect, analyze and interpret data to evaluate performance. Course assessment includes reflective blog entries, edited videos and a final report detailing evidence of impact and plans for continuous improvement. F
  

  • EDIT 780 - Seminar in Instructional Technology (3 credits)

    This course provides students with capstone experiences cultivating mastery of content, pedagogical, technical and professional knowledge targeted in all program goals and evidenced by three major assessments - a comprehensive exam, an online professional portfolio, and an instructional technology research project aligned to specific ISTE NETS standards.  F, S

Education - Language and Literacy
  

  • EDLL 600 - Advanced Reading Theory: Philosophical, Historical, and Sociological Foundations of Reading (3 credits)

    This course emphasizes theoretical frameworks for reading including psycho- linguistics, sociolinguistics, constructivism, and progressive education as well as historical foundations of reading instruction in the United States. This course provides an understanding of the reading process and evaluation of past and current approaches to teaching reading in elementary and middle school settings. SU, F
  

  • EDLL 601 - Emergent and Early Literacy Development (3 credits)

    This course will provide students with a greater understanding of the social, cultural, and linguistic factors that influence children’s emergent literacy development. The theoretical framework of this course is based on an advanced study of an understanding of emergent literacy as a continuum characterized by the interrelationship of reading, writing, speaking, listening, viewing, and visually representing in formal and informal settings. Emphasis will be placed on practical application of theory, developmentally appropriate practice, stages of literacy development, and resources for effective early childhood and early elementary literacy instruction. As Needed.
  

  • EDLL 603 - Research in Literacy Methods and Materials (3 credits)

    (Prereq: EDLL 600 ) This course requires that students conduct in-depth study of current methods of literacy instruction to evaluate the effectiveness for diverse learners and across different instructional settings. The course emphasizes 21st century literacy, including digital literacy, visual literacy, critical literacy and the use of relevant materials for incorporating multi-modal literacy in the elementary classroom. As Needed
  

  • EDLL 604 - Practicum in Literacy Assessment and Evaluation (3 credits)

    Emphasis on naturalistic, authentic, classroom-based assessment of developmental readers and writers and the interrelationships between assessment and instruction. Supervised assessment practicum and the development of a literacy case study in a clinical experience are required. F
  

  • EDLL 605 - Organization, Administration, and Supervision of the School Reading Program (3 credits)

    This course is designed to assist advanced students in making appropriate decisions regarding the planning, implementation, supervision, administration, and evaluation of school reading programs. Formal standardized measures, including norm-referenced and criterion-referenced tests and the use of school-wide assessment data for literacy program planning will also be addressed. SU, Even Years.
  

  • EDLL 606 - Trends and Issues in Literacy Education (Capstone) (3 credits)

    (Prereq: EDLL 600 , EDLL 604 , EDLL 605 , EDLL 608 , EDLL 620 , EDLL 621 , EDLL 622 , and EDLL 616  or EDLL 617  or by special permission of instructor)  This course examines current trends and issues that are present in the field of literacy. Also, students construct a program completion portfolio which is evaluated by multiple reviewers. The portfolio demonstrates their mastery of the ILA Standards for the Preparation of Literacy Professionals.  F, S.
  

  • EDLL 608 - Instructional Strategies and Materials in Literacy (3 credits)

    This course requires that students conduct in-depth study of current methods and materials used in literacy instruction. Emphasis is on research-supported instructional strategies that are effective for diverse learners and across various instructional settings. F, SU
 

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