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NCU Catalog - October 2020 [ARCHIVED CATALOG]
Course Descriptions
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Course Codes and Course Length
Course Codes
NCU course codes include a course prefix and number. The course prefix identifies the content area of a course and the number identifies the course-level (e.g., Undergraduate, Master’s. etc.). Courses in this catalog section are list by School and content area in numerical order.
Example: The course prefix “ACC” indicates Accounting content
Course Numbering
Course numbering used at NCU is as follows:
| Undergraduate |
1000 to 4999 |
| Master’s |
5000 to 6999;
5000-8 to 6999-8 |
| Doctoral and Advance Studies Certificates |
7000 to 8999;
7000-8 to 8999-8 |
| Doctoral Sequence Courses |
9000 to 9799;
9901A-D to 9914A-D
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Course Length
Course length varies by course and program. Please refer to the course listing in this catalog to determine the length of a specific course.
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Doctoral Sequence |
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DIS-9914D - Applied Doctoral Manuscript Supplemental Semester Credits: 3 Weeks: 8
This course provides additional time for you to complete all relevant subsections of Section 3: Findings, Implications, and Recommendations, finalize your manuscript, and disseminate your findings. You will use your school-specific template and guidance from your chair to determine which subsections apply to your individual work. The final manuscript, which includes Section 3 and the dissemination of findings, must be approved by your committee in order to pass the course and be eligible to graduate. If you do not receive committee approval of all components, you will be dismissed from the program.
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Doctoral Sequence – Business |
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CMP-9601B - Pre-Candidacy Prospectus Semester Credits: 3 Weeks: 8
The Pre-Candidacy Prospectus is intended to ensure students have mastered knowledge of their discipline prior to candidacy status and demonstrated the ability to design empirical research as an investigator before moving on to the dissertation research coursework. Students will demonstrate the ability to synthesize empirical, peer-reviewed research to support all assignments in this course. The Pre-Candidacy Prospectus is completed only after all foundation, specialization, and research courses have been completed.
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CMP-9601CJ - Pre-Candidacy Prospectus Semester Credits: 3 Weeks: 8
The Pre-Candidacy Prospectus is intended to ensure you have mastered knowledge of your discipline prior to candidacy status and demonstrated the ability to design empirical research as an investigator before moving on to the dissertation research coursework. You will demonstrate the ability to synthesize empirical, peer-reviewed research to support all assignments in this course. The Pre-Candidacy Prospectus is completed only after all foundation, specialization, and research courses have been completed.
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CMP-9601PA - Pre-Candidacy Prospectus Semester Credits: 3 Weeks: 8
The Pre-Candidacy Prospectus is intended to ensure students have mastered knowledge of their discipline prior to candidacy status and demonstrated the ability to design empirical research as an investigator before moving on to the dissertation research coursework. Students will demonstrate the ability to synthesize empirical, peer-reviewed research to support all assignments in this course. The Pre-Candidacy Prospectus is completed only after all foundation, specialization, and research courses have been completed.
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CMP-9701B - Pre-Candidacy Prospectus Semester Credits: 3 Weeks: 8
The Pre-Candidacy Prospectus is intended to ensure students have mastered knowledge of their discipline prior to candidacy status and demonstrated the ability to design empirical research as an investigator before moving on to the dissertation research coursework. Students will demonstrate the ability to synthesize empirical, peer-reviewed research to support all assignments in this course. The Pre-Candidacy Prospectus is completed only after all foundation, specialization, and research courses have been completed.
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CMP-9701HR - Pre-Candidacy Prospectus Semester Credits: 3 Weeks: 8
The Pre-Candidacy Prospectus is intended to ensure students have mastered knowledge of their discipline prior to candidacy status and demonstrated the ability to design empirical research as an investigator before moving on to the dissertation research coursework. Students will demonstrate the ability to synthesize empirical, peer-reviewed research to support all assignments in this course. The Pre-Candidacy Prospectus is completed only after all foundation, specialization, and research courses have been completed.
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CMP-9701L - Pre-Candidacy Prospectus Semester Credits: 3 Weeks: 8
The Pre-Candidacy Prospectus is intended to ensure you have mastered knowledge of your discipline prior to candidacy status and demonstrated the ability to design empirical research as an investigator before moving on to the dissertation research coursework. You will demonstrate the ability to synthesize empirical, peer-reviewed research to support all assignments in this course. The Pre-Candidacy Prospectus is completed only after all foundation, specialization, and research courses have been completed.
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Doctoral Sequence – Education |
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CMP-9601E - Doctoral Comprehensive Assessment: Pre-Candidacy Prospectus Semester Credits: 3 Weeks: 8
The doctoral comprehensive assessment is your opportunity to demonstrate your preparation for entering the dissertation phase as a doctoral candidate. You will synthesize discipline-specific content with research designs and methods as you create a prospectus for a problem of applied practice within an educational context. This prospectus will likely become the foundation of your dissertation. Note that you will take this course only after all foundation, specialization, and research courses have been completed
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CMP-9602E - Doctoral Comprehensive Assessment: Pre-Candidacy Prospectus Semester Credits: 3 Weeks: 8
The doctoral comprehensive assessment is your opportunity to demonstrate your preparation for entering the dissertation phase as a doctoral candidate. You will synthesize discipline-specific content with research designs and methods as you create a prospectus for a problem of applied practice within an educational context. This prospectus will likely become the foundation of your dissertation. Note that you will take this course only after all foundation, specialization, and research courses have been completed.
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CMP-9603E - Doctoral Comprehensive Assessment: Pre-Candidacy Prospectus Semester Credits: 3 Weeks: 8
The doctoral comprehensive assessment is your opportunity to demonstrate your preparation for entering the dissertation phase as a doctoral candidate. You will synthesize discipline-specific content with research designs and methods as you create a prospectus for a problem of applied practice within an educational context. This prospectus will likely become the foundation of your dissertation. Note that you will take this course only after all foundation, specialization, and research courses have been completed.
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CMP-9701E - Doctoral Comprehensive Assessment: Pre-Candidacy Prospectus Semester Credits: 3 Weeks: 8
The doctoral comprehensive assessment is intended to give you the opportunity to demonstrate that you have mastered knowledge of your discipline and have the ability to design empirical research as an investigator before moving on to the dissertation research course work and earning candidacy status. You will demonstrate the ability to synthesize empirical, peer-reviewed research in support of all assignments in this course. You will take this course only after all foundation, specialization, and research courses have been completed.
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CMP-9702E - Doctoral Comprehensive Assessment: Pre-Candidacy Prospectus Semester Credits: 3 Weeks: 8
The doctoral comprehensive assessment is intended to give you the opportunity to demonstrate that you have mastered knowledge of your discipline and have the ability to design empirical research as an investigator before moving on to the dissertation research course work and earning candidacy status. You will demonstrate the ability to synthesize empirical, peer-reviewed research in support of all assignments in this course. You will take this course only after all foundation, specialization, and research courses have been completed.
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CMP-9703E - Doctoral Comprehensive Assessment: Pre-Candidacy Prospectus Semester Credits: 3 Weeks: 8
The doctoral comprehensive assessment is intended to give you the opportunity to demonstrate that you have mastered knowledge of your discipline and have the ability to design empirical research as an investigator before moving on to the dissertation research course work and earning candidacy status. You will demonstrate the ability to synthesize empirical, peer-reviewed research in support of all assignments in this course. You will take this course only after all foundation, specialization, and research courses have been completed.
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Doctoral Sequence – Marriage and Family Sciences |
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CMP-9600M - DMFT Portfolio I Semester Credits: 1 Weeks: 4
In your pursuit of an applied doctoral degree in marriage and family therapy (DMFT) at Northcentral University, students will gain expertise in their academic discipline and in one or more specializations that complement their academic discipline. The Doctoral Portfolio courses are intended to assure that students both set goals they will work to accomplish during the program and provide artifacts indicating that they have acquired competencies in several key domains. The Doctoral Portfolio must be successfully completed with at least a B grade prior to beginning any work in Dissertation courses. Each course may only be retaken once.
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CMP-9601M - DMFT Portfolio II Semester Credits: 1 Weeks: 4
In your pursuit of an applied doctoral degree in marriage and family therapy (DMFT) at Northcentral University, students will gain expertise in their academic discipline and in one or more specializations that complement their academic discipline. The Doctoral Portfolio courses are intended to assure that students both set goals they will work to accomplish during the program and provide artifacts indicating that they have acquired competencies in several key domains. The Doctoral Portfolio must be successfully completed with at least a B grade prior to beginning any work in Dissertation courses. Each course may only be retaken once.
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CMP-9602M - DMFT Portfolio III Semester Credits: 1 Weeks: 4
In your pursuit of an applied doctoral degree in marriage and family therapy (DMFT) at Northcentral University, students will gain expertise in their academic discipline and in one or more specializations that complement their academic discipline. The Doctoral Portfolio courses are intended to assure that students both set goals they will work to accomplish during the program and provide artifacts indicating that they have acquired competencies in several key domains. The Doctoral Portfolio must be successfully completed with at least a B grade prior to beginning any work in Dissertation courses. Each course may only be retaken once.
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Doctoral Sequence – Psychology |
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CMP-9701P - Pre-Candidacy Prospectus Semester Credits: 3 Weeks: 8
The Pre-Candidacy Prospectus is intended to ensure students have mastered knowledge of their discipline prior to candidacy status and demonstrated the ability to design empirical research as an investigator before moving on to the dissertation research coursework. Students will demonstrate the ability to synthesize empirical, peer-reviewed research to support all assignments in this course. The Pre-Candidacy Prospectus is completed only after all foundation, specialization, and research courses have been completed.
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Doctoral Sequence - Technology |
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CMP-9701CS - PhD Pre-Candidacy Prospectus Semester Credits: 3 Weeks: 8
The Pre-Candidacy Prospectus is intended to ensure students have mastered knowledge of their discipline prior to candidacy status and demonstrated the ability to design empirical research as an investigator before moving on to the dissertation research coursework. Students will demonstrate the ability to synthesize empirical, peerreviewed research to support all assignments in this course. The Pre-Candidacy Prospectus is completed only after all foundation, specialization, and research courses have been completed.
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CMP-9701DS - PhD Pre-Candidacy Prospectus Semester Credits: 3 Weeks: 8
The Pre-Candidacy Prospectus is intended to ensure students have mastered knowledge of their discipline prior to doctoral candidacy status and are able to demonstrate the ability to design empirical research as an investigator before moving on to the dissertation research coursework. During this course, you will demonstrate the ability to synthesize empirical, peerreviewed research to prepare for the dissertation sequence of courses. This course should be completed only after the completion of all foundation, specialization, and research courses.
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CMP-9701T - Pre-Candidacy Prospectus Semester Credits: 3 Weeks: 8
The Pre-Candidacy Prospectus is intended to ensure students have mastered knowledge of their discipline prior to candidacy status and demonstrated the ability to design empirical research as an investigator before moving on to the dissertation research coursework. Students will demonstrate the ability to synthesize empirical, peerreviewed research to support all assignments in this course. The Pre-Candidacy Prospectus is completed only after all foundation, specialization, and research courses have been completed.
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Early Childhood Education |
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ECE-5002 - Growth and Development of Young Children Semester Credits: 3 Weeks: 8
Students enrolled in this course will explore theories and research related to the education of young children. The intellectual, social, emotional, and physical growth and development of infants, toddlers, and young children will be examined. Implications for the construction of developmentally appropriate early childhood education instructional programs will be a resulting focus.
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ECE-5003 - Administration of Early Childhood Programs Semester Credits: 3 Weeks: 8
In this course, students will focus on the administrative development and implementation of early childhood programs for a variety of age groups and purposes. Curriculum development, materials, teaching strategies, evaluation, budgets, hiring procedures, and state guidelines/regulations are also addressed. Skills are gained through practical application of these topics.
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ECE-5005 - Children and Families in a Diverse Society Semester Credits: 3 Weeks: 8
In this course, multicultural and anti-bias issues in early childhood settings are introduced. Students will explore culturally relevant methods for working with children and families. Upon completion of this course, students will have a comprehensive understanding of multi-cultural, bilingual, and anti-bias issues, and appropriate strategies for providing culturally relevant programs in an early childhood setting.
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ECE-5007 - Children’s Literature Semester Credits: 3 Weeks: 8
In this course, you will examine effective strategies for using literature to support emerging literacy skills. You will consider variety of criteria for selecting high-quality literature in all genres for infants, toddlers, preschoolers, and primary age children. You will also explore how families and communities support literacy acquisition. Upon completion of this course, you will have a comprehensive understanding of high-quality children’s literature and its use as a teaching tool for literacy development in educational settings from infancy to Age 8.
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ECE-5009 - Early Childhood Education Capstone Semester Credits: 3 Weeks: 8
This capstone course represents the culmination of your work in the early childhood specialization. In this course, you will reinforce what you have learned about relevant theories, contexts, leadership, and national standards for early childhood education. You will then demonstrate your learning through the creation of an early childhood education program. Throughout the course, you will consider relationships with all stakeholders, including the children, caregivers, communities, and professional colleagues
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ECE-5010 - Foundations of Early Childhood Education Semester Credits: 3 Weeks: 8
In this foundational course, you will explore early childhood education from multiple perspectives. These roles will include the role of the contemporary early childhood educator and social, economic, and political factors influencing the field, particularly diversity, equity, and inclusion. You will examine theories, research, and internationally recognized standards of quality in early childhood education. You will emerge from the course equipped with a useful overview with which to pursue the remaining courses in the specialization.
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ECE-7002 - Topics in Early Childhood Growth, Development, and Educational Programs Semester Credits: 3 Weeks: 8
In this doctoral level course, students will explore theory and research related to the education of young children including societal changes and their influence on early childhood programs, the growth and the typical and atypical development of young children, and methods of studying children’s behavior. Emphasis will be placed on the intellectual, social, emotional, and physical development of infants, toddlers, and young children and the impact of these factors on the development and management of quality early childhood education instructional programs.
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ECE-7005 - Early Childhood Curriculum and Assessment Semester Credits: 3 Weeks: 8
In this course, students explore the theory, research, and trends related to the curriculum and assessment of young children enrolled in early childhood education programs. Developmentally appropriate early childhood lesson plans and activities will be explored and analyzed. Standardized and classroom assessments will be researched and evaluated.
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ECE-7007 - Early Childhood Literacy and Literature Semester Credits: 3 Weeks: 8
In this course, students will discuss literacy development in early childhood education. Balanced literacy instruction including a comprehensive set of strategies designed to meet individual needs will be explored. Methods for developing reading and writing skills that are developmentally appropriate will also be investigated. Since knowledge of children’s literature is essential for any early childhood educator, students will determine ways to select appropriate and motivating materials to enhance an early childhood literacy program. Emphasis will be placed on writing, spelling, and literacy development; motivating reading and writing; language and vocabulary development; the importance of family literacy partnerships; and analyzing, selecting, and responding to children’s literature.
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ECE-7009 - Families, Communities, and Schools as Partners in Early Childhood Education Semester Credits: 3 Weeks: 8
In this course, students will focus on the development of partnerships between early childhood educators, families, and communities. Encouraging involvement and communicating with families and communities in early childhood education programs will be researched and analyzed. Topics include child abuse, child advocacy, formulating effective strategies for working with families of special needs children, and societal trends and issues specific to diversity.
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ECE-7010 - Principles of Early Childhood Education Semester Credits: 3 Weeks: 8
This course presents an overview of early childhood education, which includes children from Pre-K through Grade Three. You will explore the basic tenets, theories, and standards relevant to the field, particularly developmentally appropriate practices and principles of diversity, equity, and inclusion. The important role of parents, caregivers, and communities is also discussed. This course should be the first in the course sequence If you are pursuing a specialization or post-master’s certificate in early childhood education.
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ECE-7030 - Topics in Early Childhood Program Administration Semester Credits: 3 Weeks: 8
The focus of this course is the administration of early childhood programs. You will examine program models, relevant theories, state expectations, educator competencies, and the role of leadership in developing and implementing early childhood programs. You will pay particular attention to diversity, equity, and inclusion in program administration. Finally, you demonstrate your ability to formulate administrative plans that synthesize your learning.
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Education |
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ED-4000A - Dynamics of Schooling in Elementary Education Semester Credits: 3 Weeks: 8
This course uses critical thinking exercises to examine research-based instructional practices and procedures that teachers use to guide classroom activities designed to maximize and enhance student achievement. Students will develop an awareness of instructional strategies that shape effective classroom pedagogy and have a profound influence on students, including differentiated instruction, teaching English Language Learners, and using technology and web resources in instruction. Students will also evaluate instructional strategies as well as the effects of standards, professional development, and licensure on teacher effectiveness.
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ED-4000B - Dynamics of Schooling in Secondary Education Semester Credits: 3 Weeks: 8
This course uses critical thinking exercises to examine research-based instructional practices and procedures that teachers use to guide classroom activities designed to maximize and enhance student achievement. Students will develop an awareness of instructional strategies that shape effective classroom pedagogy and have a profound influence on students, including differentiated instruction, teaching English Language Learners, and using technology and web resources in instruction. Students will also evaluate instructional strategies as well as the effects of standards, professional development, and licensure on teacher effectiveness.
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ED-4000C - Dynamics of Schooling in Special Education Semester Credits: 3 Weeks: 8
This course uses critical thinking exercises to examine research-based instructional practices and procedures that teachers use to guide classroom activities designed to maximize and enhance student achievement. Students will develop an awareness of instructional strategies that shape effective classroom pedagogy and have a profound influence on students, including differentiated instruction, teaching English Language Learners, and using technology and web resources in instruction. Students will also evaluate instructional strategies as well as the effects of standards, professional development, and licensure on teacher effectiveness.
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ED-4001A - Foundations of School Leadership in Elementary Education Semester Credits: 3 Weeks: 8
This course has been designed to introduce students to the field of educational leadership. Its purpose is to assist prospective educational leaders to understand the philosophical, historical, and organizational underpinnings of educational leadership. The course provides students with a theoretical base on which to develop sound practical applications in the educational leadership tasks of communicating, planning, organizing, implementing, and evaluating strategies designed to develop effective learning communities. Further, it prepares the students to understand and choose the most effective leadership, motivational, and decision-making strategies for the educational environment in which the student is engaged.
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ED-4001B - Foundations of School Leadership in Secondary Education Semester Credits: 3 Weeks: 8
This course has been designed to introduce students to the field of educational leadership. Its purpose is to assist prospective educational leaders to understand the philosophical, historical, and organizational underpinnings of educational leadership. The course provides students with a theoretical base on which to develop sound practical applications in the educational leadership tasks of communicating, planning, organizing, implementing, and evaluating strategies designed to develop effective learning communities. Further, it prepares the students to understand and choose the most effective leadership, motivational, and decision-making strategies for the educational environment in which the student is engaged.
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ED-4001C - Foundations of School Leadership in Special Education Semester Credits: 3 Weeks: 8
This course has been designed to introduce students to the field of educational leadership. Its purpose is to assist prospective educational leaders to understand the philosophical, historical, and organizational underpinnings of educational leadership. The course provides students with a theoretical base on which to develop sound practical applications in the educational leadership tasks of communicating, planning, organizing, implementing, and evaluating strategies designed to develop effective learning communities. Further, it prepares the students to understand and choose the most effective leadership, motivational, and decision-making strategies for the educational environment in which the student is engaged.
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ED-4002A - The Role of Teacher Leadership in Elementary Education Semester Credits: 3 Weeks: 8
This course provides opportunities for students to investigate the implications of the leadership roles that teachers play as educators. As students explore various aspects of teacher leadership, including the roles of teacher leaders, leadership in effective elementary schools, supporters of optimal school cultures, and teacher initiatives, they will consider ways to implement and evaluate change in their classrooms and their schools.
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ED-4002B - The Role of Teacher Leadership in Secondary Education Semester Credits: 3 Weeks: 8
This course provides opportunities for students to investigate the implications of the leadership roles that teachers play as educators. As students explore various aspects of teacher leadership, including the roles of teacher leaders, leadership in effective secondary schools, supporters of optimal school cultures, and teacher initiatives, they will consider ways to implement and evaluate change in their classrooms and their schools.
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ED-4002C - The Role of Teacher Leadership in Special Education Semester Credits: 3 Weeks: 8
This course provides opportunities for students to investigate the implications of the leadership roles that teachers play as educators. As students explore various aspects of teacher leadership, including the roles of teacher leaders, leadership in effective schools, supporters of optimal school cultures, and teacher initiatives, they will consider ways to implement and evaluate change in their classrooms and their schools.
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ED-4005A - School and Family Partnerships in Elementary Education Semester Credits: 3 Weeks: 8
This course is designed to provide students with a comprehensive understanding of the scope and magnitude of collaborative relationships with their students’ families. Students will have the opportunity to examine case studies of typical families and teachers, and descriptions of real, family-centered programs. The case studies portray the challenges and successes teachers can expect. Students will have the opportunity to reflect on their own personal attitudes and experiences. With an emphasis not only on the theoretical approach, but also the practical approach, the student will gain the knowledge to employ suggested strategies for success.
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ED-4005B - School and Family Partnerships in Secondary Education Semester Credits: 3 Weeks: 8
This course is designed to provide students with a comprehensive understanding of the scope and magnitude of collaborative relationships with their students’ families. Students will have the opportunity to examine case studies of typical families and teachers, and descriptions of real, family-centered programs. The case studies portray the challenges and successes teachers can expect. Students will have the opportunity to reflect on their own personal attitudes and experiences. With an emphasis not only on the theoretical approach, but also the practical approach, the student will gain the knowledge to employ suggested strategies for success.
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ED-4005C - School and Family Partnerships in Special Education Semester Credits: 3 Weeks: 8
This course is designed to provide students with a comprehensive understanding of the scope and magnitude of collaborative relationships with their students’ families. Students will have the opportunity to examine case studies of typical families and teachers, and descriptions of real, family-centered programs. The case studies portray the challenges and successes teachers can expect. Students will have the opportunity to reflect on their own personal attitudes and experiences. With an emphasis not only on the theoretical approach, but also the practical approach, the student will gain the knowledge to employ suggested strategies for success.
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ED-4006A - Safe Schools in Elementary Education Semester Credits: 3 Weeks: 8
This course is designed to provide students with a comprehensive understanding of the scope and magnitude of school safety and violence prevention measures in Elementary schools and classrooms. Students will have the opportunity to examine effective school-based intervention strategies and levels of prevention, link interventions to assessment results, as well as monitor changes during intervention. Students will also examine social validity components as they relate to intervention procedures. Students will investigate practical and strategic plans to address traumatic events and how they relate to safe schools at the elementary level.
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ED-4006B - Safe Schools in Secondary Education Semester Credits: 3 Weeks: 8
This course is designed to provide students with a comprehensive understanding of the scope and magnitude of school safety and violence prevention measures in Secondary schools and classrooms. Students will have the opportunity to examine effective school-based intervention strategies and levels of prevention, link interventions to assessment results, as well as monitor changes during intervention. Students will also examine social validity components as they relate to intervention procedures. Students will investigate practical and strategic plans to address traumatic events and how they relate to safe schools at the secondary level.
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ED-4006C - Safe Schools in Special Education Semester Credits: 3 Weeks: 8
This course is designed to provide students with a comprehensive understanding of the scope and magnitude of school safety and violence prevention measures in schools and classrooms for special education. Students will have the opportunity to examine effective school-based intervention strategies and levels of prevention, link interventions to assessment results, as well as monitor changes during intervention. Students will also examine social validity components as they relate to intervention procedures. Students will investigate practical and strategic plans to address traumatic events and how they relate to safe schools.
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ED-4007A - The School as Learning Community in Elementary Education Semester Credits: 3 Weeks: 8
The learning community paradigm is central to the development of improved pedagogy. Learning communities are effective models for improving schools and increasing student achievement. Professional development, collaborative groups, shared leadership, professional portfolios, and classroom evaluation all play a role in the design of a learning community. Once established, learning communities require work to sustain their value to the school.
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ED-4007B - The School as Learning Community in Secondary Education Semester Credits: 3 Weeks: 8
The learning community paradigm is central to the development of improved pedagogy. Learning communities are effective models for improving schools and increasing student achievement. Professional development, collaborative groups, shared leadership, professional portfolios, and classroom evaluation all play a role in the design of a learning community. Once established, learning communities require work to sustain their value to the school.
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ED-4007C - The School as Learning Community in Special Education Semester Credits: 3 Weeks: 8
The learning community paradigm is central to the development of improved pedagogy. Learning communities are effective models for improving schools and increasing student achievement. Professional development, collaborative groups, shared leadership, professional portfolios, and classroom evaluation all play a role in the design of a learning community. Once established, learning communities require work to sustain their value to the school.
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ED-4008A - Teaching as Reflective Practice in Elementary Education Semester Credits: 3 Weeks: 8
Reflection is a critical process that informs decision-making and involves experience, research, discussion, and implementation. Teachers who use reflective practice are committed to continuous learning and improvement. This course will provide the student with an overview of the reflective thinking process and model, and will invite the student to reflect on personal characteristics and skills in preparation for providing effective professional growth, teaching methods, classroom strategies, and student learning.
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ED-4008B - Teaching as Reflective Practice in Secondary Education Semester Credits: 3 Weeks: 8
Reflection is a critical process that informs decision-making and involves experience, research, discussion, and implementation. Teachers who use reflective practice are committed to continuous learning and improvement. This course will provide the student with an overview of the reflective thinking process and model, and will invite the student to reflect on personal characteristics and skills in preparation for providing effective professional growth, teaching methods, classroom strategies, and student learning.
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ED-4008C - Teaching as Reflective Practice in Special Education Semester Credits: 3 Weeks: 8
Reflection is a critical process that informs decision-making and involves experience, research, discussion, and implementation. Teachers who use reflective practice are committed to continuous learning and improvement. This course will provide the student with an overview of the reflective thinking process and model, and will invite the student to reflect on personal characteristics and skills in preparation for providing effective professional growth, teaching methods, classroom strategies, and student learning.
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ED-4009A - Educational Change Processes in Elementary Education Semester Credits: 3 Weeks: 8
This course examines educational change and its implications and consequences for teachers and others involved in elementary education. Students will examine the change processes and understand the role teachers play in initiating, implementing, or resisting educational change and reform. Participants will explore the key strategies and challenges of the change process in educational institutions and in organizations.
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ED-4009B - Educational Change Processes in Secondary Education Semester Credits: 3 Weeks: 8
This course examines educational change and its implications and consequences for teachers and others involved in elementary education. Students will examine the change processes and understand the role teachers play in initiating, implementing, or resisting educational change and reform. Participants will explore the key strategies and challenges of the change process in educational institutions and in organizations.
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ED-4009C - Educational Change Processes in Special Education Semester Credits: 3 Weeks: 8
This course examines educational change and its implications and consequences for teachers and others involved in elementary education. Students will examine the change processes and understand the role teachers play in initiating, implementing, or resisting educational change and reform. Participants will explore the key strategies and challenges of the change process in educational institutions and in organizations.
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ED-4010A - Classroom Management in Elementary Education Semester Credits: 3 Weeks: 8
In this course, students will acquire concepts, approaches, and tools for effective behavioral management in the secondary classroom. Students will survey the instructional approaches, resources, and techniques that create seemingly effortless lessons in spite of disruptive or violent behavior. Students will learn classroom management techniques necessary for effective secondary instruction, including environment design, relationships with peers and teacher, family collaboration, establishment of expectations, classroom time management, organizing group and independent work, and student motivation. This course will guide the senior undergraduate students to confidence in fulfilling their professional and legal responsibilities on the first day of class and throughout their secondary teaching tenures. Minimizing unwanted learner behavior is an objective of secondary educators everywhere, and classroom management style through application is important to skillful pedagogy.
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ED-4010B - Classroom Management in Secondary Education Semester Credits: 3 Weeks: 8
In this course, students will acquire concepts, approaches, and tools for effective behavioral management in the secondary classroom. Students will survey the instructional approaches, resources, and techniques that create seemingly effortless lessons in spite of disruptive or violent behavior. Students will learn classroom management techniques necessary for effective secondary instruction, including environment design, relationships with peers and teacher, family collaboration, establishment of expectations, classroom time management, organizing group and independent work, and student motivation. This course will guide the senior undergraduate students to confidence in fulfilling their professional and legal responsibilities on the first day of class and throughout their secondary teaching tenures. Minimizing unwanted learner behavior is an objective of secondary educators everywhere, and classroom management style through application is important to skillful pedagogy.
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ED-4010C - Classroom Management in Special Education Semester Credits: 3 Weeks: 8
In this course, students will acquire concepts, approaches, and tools for effective behavioral management in the secondary classroom. Students will survey the instructional approaches, resources, and techniques that create seemingly effortless lessons in spite of disruptive or violent behavior. Students will learn classroom management techniques necessary for effective secondary instruction, including environment design, relationships with peers and teacher, family collaboration, establishment of expectations, classroom time management, organizing group and independent work, and student motivation. This course will guide the senior undergraduate students to confidence in fulfilling their professional and legal responsibilities on the first day of class and throughout their secondary teaching tenures. Minimizing unwanted learner behavior is an objective of secondary educators everywhere, and classroom management style through application is important to skillful pedagogy.
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ED-4011A - Elementary Education with Technology Semester Credits: 3 Weeks: 8
This course guides students preparing to teach through the world of instructional technology. Educating students with the use of technology is becoming progressively more important to all levels of education. Teachers have a need to learn and use the fresh and emerging technologies for their students who are using such technologies to complete homework, socialize, and eventually to succeed as workforce professionals. This course will guide future teachers in the enhancement of learning, increase motivation, and engagement, improve accessibility, individualize education, and expand communication with parents and stakeholders through technology. In this course, students will learn theoretical perspectives state-initiated technological standards, ideas and skills for distance learning, and best practices for integrating technology into teaching.
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ED-4011B - Secondary Education with Technology Semester Credits: 3 Weeks: 8
This course guides students preparing to teach through the world of instructional technology. Educating students with the use of technology is becoming progressively more important to all levels of education. Teachers have a need to learn and use the fresh and emerging technologies for their secondary students who are using such technologies to complete homework, socialize, and eventually to succeed as workforce professionals. This course will guide future secondary level teachers in the enhancement of learning, increase motivation, and engagement, improve accessibility, individualize education, and expand communication with parents and stakeholders through technology. In this course, students will learn theoretical perspectives, state-initiated technological standards, ideas, and skills for distance learning, and best practices for integrating technology into secondary teaching.
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ED-4011C - Special Education with Technology Semester Credits: 3 Weeks: 8
This course guides students preparing to teach students with disabilities through the world of instructional technology. Educating students with the use of technology is becoming progressively more important to all levels of education, even in special education. Teachers have a need to learn and use the fresh and emerging technologies for their students with disabilities who can then learn to use such technologies to complete homework, socialize, and eventually to succeed as workforce professionals. This course will guide future teachers in the enhancement of learning, increase motivation, and engagement, improve accessibility, individualize education, and expand communication with parents and stakeholders through technology. In this course, students will learn theoretical perspectives, state-initiated technological standards, ideas, and skills for distance learning, and best practices for integrating technology into teaching students with disabilities.
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ED-5001 - Contemporary Issues in Education Semester Credits: 3 Weeks: 8
In this Master’s level course, students will examine the major contemporary issues impacting education. Students evaluate the issues, attempt solutions, and develop personal professional positions. In a broader context, the education profession is affected by numerous and diverse issues that are highly political, emotional, and complex. It is imperative that students understand the issues; the effects the issues have on the profession, as well as formulating a personal response to the issues.
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ED-5012 - Leadership in Educational Organizations Semester Credits: 3 Weeks: 8
This course is about effective leadership in educational organizations. The course is particularly relevant for practicing school administrators, those who desire to become administrators, and classroom teachers who recognize the importance of leadership in positively impacting schooling across the United States. As you consider your own leadership theories and philosophies, you will explore the influence of national standards and local school culture, climate, and performance.
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ED-5013 - School Finance Semester Credits: 3 Weeks: 8
In this course students will develop an understanding of and practical experience with the major concepts and tools in school finance. Students will explore the three distinct components of education finance: (1) evaluating revenue sources, including school aid; (2) developing and defending budgets; and (3) managing the finances and business operations of a school district. The objective is to provide students with an understanding of the general principles of education finance that can be applied in any setting.
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ED-5015 - School Safety Semester Credits: 3 Weeks: 8
Concerns about school safety have increased dramatically and remain in the public spotlight. As an educational leader, you are responsible for planning and implementing procedures that can save lives. In this course, you will assess factors that contribute to safe learning environments, and analyze the characteristics of emergency response management plans. You will also evaluate how school culture and climate impacts school safety. As a cumulative assignment, you will develop authentic plans related to multiple threats to school safety.
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ED-5016 - Instructional Supervision and Leadership Semester Credits: 3 Weeks: 8
The purpose of this course is to examine the theoretical framework and practical applications of instructional leadership within the economic, social, political, and educational context of schooling. This course proposes a concept of supervision and leadership designed to help educational leaders build a repertoire of approaches and strategies that will enhance professional growth while showing the importance of sensitivity to individual needs. Emphasis is placed upon gaining a clear understanding of the interrelatedness among supervision and leadership, instruction, and assessment.
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ED-5022 - Educational Policies and Practices Semester Credits: 3 Weeks: 8
In this Master’s level course, students will focus on research and theory in developing effective schools. Topics include aligning contemporary educational practice with Interstate School Leaders Licensure Consortium Standards, collaboration, communication, decision-making, and conflict management. Students explore current educational trends in policy and practice to promote the establishment of effective educational climates for teaching and learning.
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ED-5023 - Multicultural Relationships in Educational Organizations Semester Credits: 3 Weeks: 8
The effects of cultural diversity on organizational behavior in an educational environment are complex and powerful. In this course, you will explore multicultural relationships from multiple perspectives within educational organizations. These perspectives include historical and legal events, characteristics of culture, and the role of culture in learning. You will also examine diversity, equity, and inclusion as interconnected aspects of multicultural education.
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ED-5029 - Measurement and Assessment in Education Semester Credits: 3 Weeks: 8
In this course, students will acquire the fundamental concepts, principles, and techniques of educational measurement and classroom assessment. Students acquire competence in the planning and development of informal classroom assessments and the evaluation of standardized tests. Topics include criterion-referenced tests, norm-referenced tests, informal observations, portfolios, and alternative means of assessment.
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ED-5031 - Policy and Politics in the Administration of Education Semester Credits: 3 Weeks: 8
Students enrolled in this course will explore the latest in research in the politics and policies in education. Special emphasis is placed on governance, curriculum and standards, accountability, community relations, finance, and school choice. Students will address topics in this class such as how to interact with business leaders, local institutions of higher education, boards of education and community leaders, parents, and other stakeholders. Internal and external issues such as relationships with colleagues and team members will also be explored.
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ED-5034 - School Community Relations Semester Credits: 3 Weeks: 8
This course introduces educators to essential competencies and considerations needed to build and sustain positive, productive relationships with members of school communities and the external communities in which schools reside. Emphasis is placed on the development of effective communication policies and practices to instill public confidence in community schools, improve school quality, and improve student learning.
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ED-5036 - Innovation and Change Semester Credits: 3 Weeks: 8
In this course, students will explore various change theories, and best practices for successful implementation in the workplace. Issues of visioning, coalition building, creating and promoting change agenda, and building capacity for change are also examined. Opportunity to investigate one’s personal reaction and response to change is highlighted.
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ED-5038 - The Art and Science of Adult Education Semester Credits: 3 Weeks: 8
In this course, students will gain a knowledge base organized around four domains: professional attitudes; historical, social, and philosophical context; adult learning and development; and, organization and administration of adult programs. Topics include adult learning theory, training and development, motivation, and learning modalities.
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ED-5040 - Leadership for Learning Communities Semester Credits: 3 Weeks: 8
Learning communities exist all around you, from formal communities like schools and workplaces to informal communities like social media. In this course, you will reflect on personal leadership competencies and how to keep learners at the center of your leadership. Since change management is a part of leadership, you will also consider how to facilitate both planned and unplanned changes within diverse learning communities, including how to motivate and assess stakeholder performance.
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ED-5041 - Adult Learning Strategies to Improve Organizational Efficacy Semester Credits: 3 Weeks: 8
In this course, students will gain a knowledge base of professional strategies to use in the organization and administration of adult learning experiences. Students will identify the differences between traditional and adult learners and evaluate factors that facilitate adult learning. In addition, students will understand how strategies applied based on adult learning theory ultimately improve organizational effectiveness.
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ED-5042 - Intercultural Communication Semester Credits: 3 Weeks: 8
In this course, students will examine communication theory, cultural history, cultural identity, worldviews, and values. Topics include intercultural communication, stereotypes, nonverbal communication, workplace communication, cultural structure, and diversity.
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ED-5044 - Technology and a Vision for the Future Semester Credits: 3 Weeks: 8
In this course, you will explore the application of both existing and emerging technologies to the learning needs of educational organizations. As you grow as a leader, you will need to plan for technology integration through the evaluation, selection, funding, and adoption of specific hardware and software that meet your organization’s needs. This course will help you to tackle these challenges and more.
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ED-5100 - Scholarly Writing and Using Research Semester Credits: 3 Weeks: 8
Two key measures of proficiency for any professional are information literacy and written communication. You will focus on these competencies in this course, which blends your need to identify and use credible research with your development as a scholarly writer. With applied activities in areas of interest to you, this course will establish the foundation of your success in the remainder of your graduate work.
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ED-5204 - Ethics in Sport Semester Credits: 3 Weeks: 8
Sports are big business, from elite professional leagues to big time college athletics and even down at the smaller local level. Sport plays a major role in American society, even for individuals who are not sport enthusiasts. In this course, you will explore ethics and morality in the context of sport. You will consider the moral and ethical challenges that exist across the field of sport as well as the value of professional codes of conduct in promoting ethical and moral practice. You will also be prepared to respond to ethical and moral issues in recent and future events.
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ED-6500 - MEd Capstone Semester Credits: 3 Weeks: 8
This course represents the culmination of your master’s degree. In this course, you will synthesize the knowledge, skills, and attitudes developed throughout your program into a proposal that addresses an identified need in an organization related to your specialization. Within your selected organization, you will examine, identify, and justify a specific need or problem to be addressed. Using your recently developed competencies, you will propose a practical, comprehensive solution to mitigate the need or problem
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ED-6600 - MEd-EdL Capstone Semester Credits: 3 Weeks: 8
This course represents the culmination of your master’s degree. In this course, you will synthesize the knowledge, skills, and attitudes developed throughout your program into a proposal that addresses an identified need in an organization related to your specialization. Within your selected organization, you will examine, identify, and justify a specific need or problem to be addressed. Using your recently developed competencies, you will propose a practical, comprehensive solution to mitigate the need or problem.
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ED-7003 - School Law Semester Credits: 3 Weeks: 8
Although most local education authorities have their own legal counsel, all stakeholders benefit from a working knowledge of school law, especially those laws pertaining to the rights and responsibilities of school personnel and students. In this course, you will analyze state and federal legislation that impacts a variety of local school policies. Legal foundations for health, safety, attendance, and discipline policies will be addressed in addition to policies regarding the rights of students, teachers, parents, guardians, and other stakeholders.
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ED-7005 - Language Arts and Reading Semester Credits: 3 Weeks: 8
In this course, students are introduced to research-based instruction that effectively prepares each candidate to deliver a balanced, comprehensive program of instruction in reading, writing, and related language arts. A balanced approach to reading/language arts instruction includes explicit instruction in basic reading skills and comprehension strategies for all students, including students with varied reading levels and language backgrounds.
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ED-7009 - Educating a Diversity of Learners Semester Credits: 3 Weeks: 8
Today’s educators must appraise, assess, and argue the best means to reach diverse and exceptional students. Additionally, individuals differ in gender, sexual orientation, age, cultural background, experiences, and abilities. In this course, you will explore different means to address the nature of cultural diversity, its sources, and its importance to educators. You will consider how districts can plan and prepare to meet the needs of diverse students, taking into consideration epistemological and axiological perspectives unique to many cultures.
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ED-7012 - Educational Leadership Semester Credits: 3 Weeks: 8
In this course, students will be presented to an examination of contemporary theories, models, concepts, and practices for efficient approaches to leadership within an educational organization. Students will study how to effectively apply these concepts to educational settings. Topics include time management, philosophy, principles of an effective leader, and leadership styles.
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ED-7013 - Financial Issues in Schools Semester Credits: 3 Weeks: 8
This course will prepare you to apply general principles of education finance in any PK-12 educational setting. Beyond revenue and expenditures, this course will prepare you to address ethics, equity, and student achievement as components of the budgeting process. Demonstrating financial accountability through communication with various stakeholders across the community is also considered.
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ED-7014 - Practices in School Organization Semester Credits: 3 Weeks: 8
In this course, students will examine the organizational structure of schools and school systems, their relationships to and effects on school programs, teaching strategies, testing and measurement, and the evaluation of programs in schools. The student will consider the way schools are organized around time, space, and other resources. Organizational dynamics will be explored and there will be an opportunity to engage operational factors that influence the school climate including human resources, organizational outreach, and capacity. Finally, students will explore stakeholder participation in organizational practice.
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ED-7015 - Safety Issues for Educators Semester Credits: 3 Weeks: 8
The content of this course provides educators with the skills and information to analyze safety data, plan for both school safety interventions and procedures and to manage crises in an educational setting. Topics include school safety, crisis management, intervention plans, and community safety partnerships.
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ED-7016 - Supervision and Leadership in Schools Semester Credits: 3 Weeks: 8
In this course, students will explore real world experiences, and common challenges encountered by school leaders. During this course, students study the organizational behavior in schools, which emphasizes the practical relevance of educational leadership in this new era of accountability and high-stakes testing. Topics include: development theories and collaborative planning models for enhanced professional practice which includes; distributed leadership, professional learning communities, parental involvement, and sustainable leadership to impact student growth.
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ED-7017 - Systems Dynamics Semester Credits: 3 Weeks: 8
In Systems Dynamics, doctoral students will explore the knowledge, skills, values and attitudes needed to manage public service organizations strategically. Using a systems theory perspective, students will examine organizational structures and processes for organizational change. In this course, students will be prepared to be current and future managers of public educational organizations in leadership roles.
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ED-7022 - Policies and Practices in Leadership Semester Credits: 3 Weeks: 8
In this course, students will focus on research, theory and philosophy in developing powerful schools that educate all children well, grades K through 12. Students will learn about various school reform efforts, policies and politics behind various local, states, and federal efforts, and be able to draw upon the educational change and leadership literature to develop their own process and design for better schools.
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ED-7030 - Development of Organizational Leadership Semester Credits: 3 Weeks: 8
In this course, students will explore classic and contemporary approaches to organizational development from a leadership perspective. Major emphasis will be placed on theories, strategies, and leadership styles relative to implementing organizational growth. Students will address various organizational concepts leading to the development of their own organizational leadership plan.
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