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NCU Catalog - June 2017 [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-C to 9904A-C
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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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Education |
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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-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-5040 - Leadership for Learning Communities Semester Credits: 3 Weeks: 8
In this course, students will explore current and future leadership strategies and current trends and issues. Students will also analyze their own and others’ paradigms and leadership styles, and determine best practices to promote positive social change. Topics include: change theory, change agents, and leadership in learning organizations.
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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-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-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-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-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-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 students explore the definition of diversity and the role of schools in achieving a more diverse society. Students also examine perspectives on race, language, culture, gender, and disability in educational settings from a perspective of educational leadership.
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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-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 the student gaining a clear understanding of the interrelatedness among supervision and leadership, instruction, and assessment.
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ED-5015 - School Safety Semester Credits: 3 Weeks: 8
In this course, students will be introduced to a set of standards that educators can use to evaluate their school’s safety plan and procedures. The course also addresses several theoretical perspectives through which students can come to understand school safety. Topics include: positive cultures and climates, emergency/crisis management plans, bullying, safety partnerships, and strategic safety planning.
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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-5012 - Leadership in Educational Organizations Semester Credits: 3 Weeks: 8
This Master’s level course is about effective leadership in educational organizations. It is particularly relevant for practicing school administrators, those who desire to become administrators, and classroom teachers who recognize the importance of leadership to positively impact schooling in our nation. Students pursuing a specialization in Educational Leadership are advised to take this as their first course of study.
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ED-5008 - Teaching Diverse Students Semester Credits: 3 Weeks: 8
In this course, students will address the nature of cultural diversity, its sources, and its importance to educators. Students will understand how to adapt instructions to the needs of diverse students, taking into consideration epistemological and axiological perspectives unique to each culture. Topics include: multicultural education, diversity, cultural diversity, the achievement gap, and strategies for diverse learners.
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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-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-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-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-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-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-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-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-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-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-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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Education Certificate |
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ED-5004 - School Law Semester Credits: 3 Weeks: 8
Students in educational leadership roles need a working knowledge of school law, especially as it pertains to the rights of students and teachers. Concepts addressed in this course focus on a history of the legal system and the federal government’s role in setting public school policy. Topics include student rights regarding free speech, search and seizure, due process, and discipline. Policies regarding teacher certification, academic freedom, due process rights, anti-discrimination, and employment considerations will also be addressed. The course “School Law” is critical to understanding the basic structure and guidance that governs school boards, schools, administrators, teachers, and students.
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Education Foundation |
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EDU-8001 - Advanced Scholarly Writing Semester Credits: 3 Weeks: 8
In this course, students will learn to formulate ideas, search for and appraise text and online resources, and critically analyze and thoughtfully synthesize research findings. The student will become familiar with various writing and communication formats, such as papers, annotated bibliographies, and practice preparing those formats appropriate to their degree. The student will also develop techniques for following APA form and style and avoiding plagiarism.
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EDU-8000 - Foundations for Doctoral Study in Education Semester Credits: 3 Weeks: 8
This course is an orientation to Northcentral University and to the essential skills needed to pursue a doctoral degree in Education. Doctoral level skills, such as academic integrity, time management, effective use of the Northcentral Library, comprehending complex scholarly texts and research articles, and APA form and style in professional communication are also introduced. Students will complete the course with a better understanding of personal goals, strengths, and challenges, and a roadmap to navigate their way to completion of their educational aspirations.
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EDU-7101 - Foundations for Doctoral Study in Education Semester Credits: 3 Weeks: 8
This course is an orientation to Northcentral University and to the essential skills needed to pursue a doctoral degree in Education. Doctoral level skills, such as academic integrity, time management, effective use of the Northcentral Library, comprehending complex scholarly texts and research articles, and APA form and style in professional communication are also introduced. Students will complete the course with a better understanding of personal goals, strengths, and challenges, and a roadmap to navigate their way to completion of their educational aspirations.
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EDU-7001 - Advanced Scholarly Writing Semester Credits: 3 Weeks: 8
In this course, students will learn to formulate ideas, search for and appraise text and online resources, and critically analyze and thoughtfully synthesize research findings. The student will become familiar with various writing and communication formats, such as papers, annotated bibliographies, and practice preparing those formats appropriate to their degree. The student will also develop techniques for following APA form and style and avoiding plagiarism.
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EDU-5000 - Foundations for Graduate Study in Education Semester Credits: 3 Weeks: 8
This course is an orientation to Northcentral University and to the essential skills needed to pursue a Master’s degree in Education. Graduate level skills, such as academic integrity, time management, effective use of the Northcentral Library, comprehending complex scholarly texts and research articles, and APA form and style in professional communication are also introduced. Students will complete the course with a better understanding of personal goals, strengths, and challenges, and a roadmap to navigate their way to completion of their educational aspirations.
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Education Leadership |
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EDL-5035 - Supervision of Curriculum Semester Credits: 3 Weeks: 8
This course provides students with the skills and knowledge required to design and manage curricula resources and delivery to ensure congruence among the written, taught, and tested curricula. The course also provides students with the skills and knowledge required to examine, review, evaluate and select consistent and equitable instructional programs, materials, and products that support student achievement and institutional goals.
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EDL-5033 - School Based Leadership Semester Credits: 3 Weeks: 8
In this course, students are provided the leadership concepts and skills needed to be dynamic, innovative, and adaptive school leaders. One of the major roles of school leaders is to cultivate the development of a culture that promotes learner-centered schools. In a learner-centered school, there is a shared responsibility of leadership among the entire school staff that fosters the creation of authentic learning communities. This course offers students the opportunity to explore the authentic learning communities from a shared - school based leadership perspective.
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EDL-5013 - School Finance Semester Credits: 3 Weeks: 8
This course will provide students with an understanding of and practical experience with the major concepts and tools in school finance. The course will cover 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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EDL-5004 - School Law Semester Credits: 3 Weeks: 8
Students in educational leadership roles need a working knowledge of school law, especially as it pertains to the rights of students and teachers. Concepts addressed in this course focus on a history of the legal system and the federal government’s role in setting public school policy. Topics include student rights regarding free speech, search and seizure, due process, and discipline. Policies regarding teacher certification, academic freedom, due process rights, anti-discrimination, and employment considerations will also be addressed. The course “School Law” is critical to understanding the basic structure and guidance that governs school boards, schools, administrators, teachers, and students.
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Education Research |
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EDR-8205 - Advanced Quantitative Design and Measurement Semester Credits: 3 Weeks: 8
This course offers in-depth knowledge of advanced quantitative research design and measurement. Students will examine the principles of quantitative research, the conventions of a quantitative study, validity and reliability, variable operationalization, and inferential designs used within the quantitative research paradigm. Quantitative data collection and analysis methods will be discussed. The components of a quantitative research proposal are explored in readiness for the dissertation research process and in preparation for the dissertation phase of the program.
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EDR-8204 - Advanced Qualitative Design and Measurement Semester Credits: 3 Weeks: 8
This course focuses on the research methods used in qualitative inquiry with particular emphasis on problem/issue alignment and suitability of the research question for qualitative designs used in educational research. The principles of qualitative research, the conventions of a qualitative study, trustworthiness of the study, role of researcher and participant in qualitative research, and common designs used within the qualitative research paradigm. Qualitative data collection and analysis methods will be discussed. The components of a qualitative research proposal are explored in readiness for a dissertation research process and in preparation for the dissertation phase of the program.
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EDR-8203 - Research Methods Semester Credits: 3 Weeks: 8
This introductory research course provides foundational knowledge needed for subsequent research courses in preparation for successfully completing a dissertation research study at Northcentral University. Students will continue to expand scholarly academic skills to focus on research methodology development and investigate theoretical and practical foundations of qualitative and quantitative research methodologies used within educational research. Students will identify criteria for the development of a quality research study, and ensure the study is ethical, accurate, comprehensive, cohesive, and aligned. Specific course topics will involve the ethics of conducting research, data collection and analysis techniques, and issues of validity, reliability, and rigor. This course is intended to familiarize students with concepts and skills associated with conducting scholarly research.
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EDR-8202 - Statistics II Semester Credits: 3 Weeks: 8
Students will learn advanced statistical principles and how to apply them to quantitative research. Students will be provided an overview of advanced statistical concepts used in empirical research, including inferential analyses. Advanced computations will be performed using SPSS. The focus involves helping students build independent scholarly skills with an emphasis on understanding multivariate data; use, comprehension, and evaluation of sophisticated statistical concepts; and presentation of statistical results.
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EDR-8201 - Statistics I Semester Credits: 3 Weeks: 8
This course offers foundational knowledge to become a critical consumer of statistical- based research literature as well as develop the necessary skillset for non-inferential quantitative analyses. A well-trained scholarly researcher incorporates basic knowledge of statistical analyses and enhanced empirical and statistical literacy. The emphasis will be on understanding multivariate data, non-inferential and inferential statistical concepts, the conventions of quantitative data analysis, interpretation and critical inferences from statistical results. Statistical computations will be completed using SPSS, a statistical software application for quantitative data analysis. The course culminates in a synthesis project to demonstrate statistical skills and aligned with APA guidelines for presentation of statistical results.
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EDR-8200 - Scholarly Literature Review Semester Credits: 3 Weeks: 8
Students will develop scholarly literature review writing skills. The course emphasizes how to: (a) conduct a research literature search; (b) develop a scholarly synthesis of research literature; (c) organize research literature around identified required topics, including the problem, purpose, and theoretical perspectives of the study; (d) specify gaps in the existing research knowledge base to support the need for future research; and (e) focus on developing a scholarly narrative supporting all points of view of the study. The overarching goal of this course is for students to understand and model how to create a scholarly literature review that avoids bias, focusing on the topics of the study, and addresses all the required components of a literature review in a dissertation.
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E-Learning |
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EL-7010 - Online Learning for the PK-12 Students Semester Credits: 3 Weeks: 8
In this course, students will examine the potential that the Internet offers to students in Grades K-12. Students will explore the challenges and the opportunities of Web-based learning in the K-12 environment as well as the questions that surround the key issues involved in successfully incorporating the wide-range of Web-based learning opportunities for the K-12 classroom, including technology, content, and implementation.
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EL-7007 - Developing Online Content Ethically and Legally Semester Credits: 3 Weeks: 8
Students are provided a foundation in cyber law and the varied legal and ethical issues that pertain to the use of technology in organizations. Students will examine and evaluate issues involving plagiarism, public domain, copyright protection, infringement, and protection while developing online content. Emphasis will be placed on gaining a clear understanding of the law in order to make decisions about the use of online tools and content.
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EL-7006 - Facilitating Adult Learning Online Semester Credits: 3 Weeks: 8
In this course, students will assess pedagogical learning theories and paradigms in teaching and learning and the impact on adult learning. Integration of effective adult learning principles in an online learning environment. Emphasis will be placed on theory into practice. Students will acquire skills necessary to create online communities of adult learners.
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EL-7004 - The Online Learner Semester Credits: 3 Weeks: 8
In this course, students are introduced to key issues and practical guidance for working with students in an e-learning environment. Examination of the basic characteristics of students and the factors that are critical to the success of the online student including the student-centered, co-facilitator environment; the instructor’s role in the e-learning environment, student evaluation; and student and course assessment.
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EL-7003 - Instructional Design and Engaging E-Learning Activities Semester Credits: 3 Weeks: 8
In this course, students will examine instructional design in an online education and training environment. Students will evaluate the relationship between instructional design and the use of various technologies. Applications of practical skills are introduced for the design and development of best experiences. Students will design activities and learning experiences for e-learning classes.
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EL-7002 - E-Learning Instructional Strategies Semester Credits: 3 Weeks: 8
This course serves as an introduction to instructional learning strategies using information and communication technologies. Students will develop effective online learning facilitation skills such as establishing a safe learning environment for learners, accommodating various learning styles, conducting effective online class discussions, monitoring the progress of learners, guiding collaborating online learning activities, and administering online assessment and evaluations.
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EL-7001 - Principles and Practices in E-Learning (Foundation Course) Semester Credits: 3 Weeks: 8
Students are introduced to the essential elements in the field of e-learning. Students will develop an understanding of the principles, philosophies, best practices, approaches, technologies, and delivery models used by practitioners in the field of e-learning. The various needs e-learning practices can meet and the best ways to effectively implement e-learning into academic environments will also be explored.
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EL-5009 - Mobile Devices for Teaching and Learning Semester Credits: 3 Weeks: 8
In this course, students will receive an introduction to teaching and learning using mobile devices. This course will present a conceptual and theoretical foundation for implementing mobile devices into the curriculum including exploration, examination, and evaluation for the efficacious use of mobile devices in the classroom. Students will analyze related mobile technology processes and techniques for effectively using these devices. Students will also explore the structural aspects, pedagogical issues, curriculum design, psychological and group dynamics, ethical and social issues, as well as the practical issues of using mobile devices.
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EL-5007 - Ethics and Legal Issues Semester Credits: 3 Weeks: 8
This Master’s level course will examine potential legal and ethical issues involved in online classes and programs. Ethical principles that relate to copyright, intellectual property, negligence, fair use, and privacy will be explored. This course will provide educators with a general framework for addressing issues such as ownership of electronic course materials, determining whether a work is in the public domain, and the proper use of copyrighted works at a distance. Prevention of plagiarism in the digital environment will also be addressed.
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EL-5006 - Adult Learning Theories Semester Credits: 3 Weeks: 8
During this course, students will examine and develop the skills in identifying, analyzing, and planning for the diversity in adult learning behaviors. Students will identify the strategies for developing critical thinking and reflective practice in adult students. Students will evaluate the principles of adult learning theory and how they can be used in the design of technology-based instruction to make it more effective.
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EL-5003 - Instructional Design Strategies Semester Credits: 3 Weeks: 8
In this course, students are introduced to instructional and design strategies for authentic online activities in the fields of education and training. The use and understanding of the ADDIE Model will provide a foundation for students and assist in developing effective online activities for an online course. Topics include: online student and instructor competencies, building an online community, pedagogical models, authentic online activities using technology, and survey development.
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EL-5002 - Introduction to E-Learning Instructional Strategies Semester Credits: 3 Weeks: 8
In this Master’s level, students will be introduced to the strategies necessary to facilitate teaching and learning practices in the e-learning environment. Students will also examine the development of effective online learning facilitation skills, understanding theories of learning to accommodating various learning styles, conducting effective online class discussions, monitoring the progress of students, guiding collaborative online learning activities, and administering online assessment and evaluations.
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EL-5001 - Introduction to Principles and Practices in E-Learning Semester Credits: 3 Weeks: 8
In this course, students will receive an introduction to the teaching and learning strategies in the e-learning environment. Students will examine the basic foundations of e-learning, instructional principles used to develop effective online courses and materials, and the assignments and assessments that are used in e-learning. Students will design a professional development or corporate training activity based on best practices in e-learning.
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English Second Language |
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ESL-7007 - Second Language Foundations Semester Credits: 3 Weeks: 8
The course will prepare teachers to assess the needs of English Language students (ELL) and develop curriculum materials and effective teaching methods for ELLs enrolled in both Structured English Immersion programs and mainstream classes. Students will examine critically the theoretical foundations and recent research findings that inform second language classroom practices.
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ESL-7005 - Developing Curriculum for ESL Students Semester Credits: 3 Weeks: 8
This course prepares ESL teachers to develop curriculum for their students. It includes a general overview of curriculum design, the basics of second language curricular needs and how to adapt the content curriculum for ELL students, with emphasis on integrating language and content by means of thematic units. Different types of ESL programs and plans will be studied. Students will also learn how to evaluate and adapt materials for ELL students.
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ESL-7004 - Bilingual Instructional Methods Semester Credits: 3 Weeks: 8
In this course, students will be provided a framework for instruction of students whose primary language is one other than English. Constructivist paradigms will be utilized to provide relevant theoretical and practical information related to bilingual instructional methods with a goal of development of cultural competence and cultural respect for students growing up in a bilingual world.
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ESL-7003 - Evaluation of Diverse Students Semester Credits: 3 Weeks: 8
In this course, students will focus on practices in assessing K-12 learners from diverse cultures and with diverse abilities. Students in this class learn assessment practices that lead to plans for supporting age appropriate development in ways that are individually and culturally relevant for families and practitioners and that are consistent with current recommended practices in the field of K-12 education.
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ESL-7002 - Cultural Diversity Semester Credits: 3 Weeks: 8
In this course, students will obtain awareness of both the cognitive knowledge, analysis, and synthesis skills necessary to reflectively interact with and/or serve or lead culturally diverse populations. This course will particularly emphasize effective leadership knowledge, skills, attitudes, and dispositions that are essential in effective professional relationships. Additionally, it will focus on those whose diversity is cultural and who are more likely to be encountered by the students taking the course.
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ESL-7001 - Instructional Practices Semester Credits: 3 Weeks: 8
This course examines the principles and theoretical base of ESL instruction as they relate to improving instructional practices. Students will investigate theories of language acquisition and language teaching. Emphasize will be placed on research findings and students will recommended practices and articulate a professional philosophy of instruction.
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ESL-5006 - ESL and Bilingual Instructional Methodologies Semester Credits: 3 Weeks: 8
This course focuses on instructional strategies and methodologies for the bilingual-bicultural student. The course covers teaching oral language and literacy skills (reading/writing) and the integration of culture in reading and writing in the content areas. Students will explore teaching in multicultural context for oral language development, adapting and developing lesson designs and materials, facilitating the reading process, coaching the developing second language writer, and strategies for teaching literature.
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ESL-5005 - English as a Second Language Semester Credits: 3 Weeks: 8
In this course, students gain knowledge of traditional and current identification and assessment practices in bilingual and English as a Second Language (ESL), and English for Speakers of Other Languages (ESOL) in education. The course also analyzes and synthesizes methods and techniques for language, academic assessment, and placement through speaking, reading, interpersonal, and technology of linguistically diverse students in English and native language.
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ESL-5003 - Assessment of Linguistically Diverse Students Semester Credits: 3 Weeks: 8
In this course, students will focus on the most pressing needs for teachers of linguistic minority students in an English instructional context. In addition, the course will cover the assessment of English language proficiency for linguistic minority students, and multiple measures for the academic assessment of linguistic minority students in classrooms. Topics include: language assessment tools, scales of assessment, graphic organizers, portfolios, and instructional modifications.
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ESL-5001 - Foundations of Instruction for Non-English Language Background Students Semester Credits: 3 Weeks: 8
This course establishes the rationale for English as a Second Language and bilingual education, preparing reflective practitioners and educational leaders to address issues and concerns critically and analytically in the classroom. It provides a comprehensive survey of bilingual/ESL strategies for non-English language background students while expanding the student’s understanding of best educational practice. Students will explore models of bilingual education and language development.
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Entrepreneurship |
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ENT-5005 - New Venture Business Plan Creation Semester Credits: 3 Weeks: 8
Students will finalize and complete a new venture business plan that has been the focus of the four prior entrepreneur/intrapreneur specialization courses. At the conclusion of this course, students will have reviewed and finalized all applicable research, preparation, and analysis that was required in the previous courses. The final deliverable is a business plan and investor presentation for a startup business concept. The business plan should be of final form in which it is presentable for interested investors, stakeholders, or other interested parties.
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ENT-5004 - Sustainable Business Practices Semester Credits: 3 Weeks: 8
The goal of this course is to explore how the product or service will be effectively integrated into business activities to ensure that the venture is viable and sustainable in the marketplace. Depending on the product or service, students will have to identify any sustainability issues and evaluate if the process required for supporting the product or service is truly sustainable. Future success will depend on the overall sustainability of the venture processes that will support the new product or service. The course will also require students to examine social responsibility and the impact the new product or service may have on the environment, both today and in the future.
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ENT-5003 - Venture Capital and Private Equity Semester Credits: 3 Weeks: 8
Students will develop a plan to research, identify, and acquire the financial resources required for successful funding of the new venture. Funding the new venture will require students to examine business valuation, deal development, debt planning and structure, and the acquisition of venture capital from government agencies (Small Business Administration for example) or interested investors. A clear and succinct plan for funding the new business venture will be paramount to the successful acceptance of the new venture business plan by interested parties such as investors, stakeholders, bankers, or angel funds. Upon completion of the course, students will have a detailed financial plan that can be presented to investors and other interested parties.
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ENT-5002 - New Venture Formation Semester Credits: 3 Weeks: 8
The formation of a new venture is an evolutionary process which requires research, analysis, assessment, and reevaluation of a new product or service in a competitive environment. Students will assess various leadership styles and how the styles might enhance venture performance. Students will examine the many business models available and determine how the models may possibly be incorporated into the new venture plan. A cursory analysis of personnel to define needs for skill types and sets will also be performed. Students will evaluate funding and financing options as well as market strategies based on an initial competitive analysis of the marketplace. At the conclusion of the course, students will have completed steps to solidify and clarify their new venture plan through research and analysis.
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ENT-5001 - Strategic Market Assessments Semester Credits: 3 Weeks: 8
In this course, students will learn how to identify and analyze the various governmental, business and political challenges and opportunities that exist when operating within emerging national and international markets. The roles of history and tradition are also explored in light of their potential impact on various emerging market economies. The course will require the student to delve into advanced exploration of current topics, marketing of innovations and early stage technologies, the entrepreneurial dimensions of market research and analysis, intellectual property protection and management, and other potential new market plan related topics.
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ENT-5000 - Innovation - The Entrepreneur and Intrapreneur Semester Credits: 3 Weeks: 8
This is the initial course in the entrepreneurship specialization and serves as the prerequisite for all future courses within the specialization. Prior to the start of this course, it is recommended that students enter the course with a well thought out product or service venture. Students will explore many facets of the potential venture to include new venture feasibility, an analysis of strengths, weaknesses, opportunities and threats (SWOT), and identification of potential investors to determine if the new venture is needed within the marketplace.
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Finance |
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FIN-8010CAGS - Financial Management Capstone Project Semester Credits: 3 Weeks: 8
The student will develop a comprehensive research project that seeks to create a unique solution to a stated, real, or hypothetical defined topic approved by the course instructor. Within the area of financial management, this research project could be a capital investment where the objective is to replace existing machinery with more efficient equipment, or it could be expansionary in nature with the objective being to add a plant and equipment for growth. The topics could also touch on such issues as alternative financing between debt and equity, alternative financing between short term debt, inventory management, accounts receivable management, compensation structures, corporate governance, and alternatives for creation of equity valuation.
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FIN-7018 - Accounting and Control for Nonprofit Organizations Semester Credits: 3 Weeks: 8
This course is important for the advanced financial and accounting professional to better understand the planning and control systems within nonprofit organizations. In This course, students are provided a complete review of the accounting principles and practices used in Not-for-Profit organizations with a heavy focus on governmental accounting practices. The course materials on accounting principles and practices can be applied to hospitals, colleges and universities, health and welfare agencies, and other similar organizations. The course includes topics on appropriations, budgetary accounting, financial conditions, auditing, fund accounting, and ethics. The course assessments include cases, problem solving, and written research narratives.
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FIN-7016 - Financial Management for International Business Semester Credits: 3 Weeks: 8
In This Doctoral level course students will examine advanced components of international finance. The topic areas of The course include the international monetary system, the balance of payments, the foreign exchange market, the risk exposures to foreign exchange, the use of derivatives to hedge exposures to foreign exchange, the global funding of equity and debt, the project assessment of a corporate investment into a foreign country and the working management issues for a multinational company. Overall, students in this course are offered a thorough examination of both practical and academic analyses related to multinational business finance.
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