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EDU 649 - Assessment and Diagnosis of Math Difficulties 3 credits
Provides teachers with advanced-level knowledge to assist students with diverse abilities, needs and backgrounds in mathematics. Focuses on appropriate application, data interpretations and instructional implication for diagnosing pupils with math difficulties. Readings from selected texts and articles inform class discussion and assignments. Fifteen hours of participatory observation required in each class member’s school setting. Contributes to overall math specialist prepracticum requirement of 75 hours.
Prerequisite(s): MAT 621 , MAT 627 .
Field experience.
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EDU 650 - Differentiation and Remediation of Math Difficulties 3 credits
Equips teachers with advanced-level knowledge to instruct students with diverse abilities, needs and backgrounds in mathematics. Focuses on assessment and progress monitoring tools to develop appropriate learning interventions and strategies. Readings from selected texts and articles inform class discussion and assignments. Students tutor for minimum of 10 one-hour sessions and write case study. Contributes 15 hours to overall math specialist prepracticum requirement of 75 hours.
Prerequisite(s): MAT 621 , MAT 627 , MAT 636 , EDU 649 .
Field experience.
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EDU 654 - Understanding Cultural and Family Systems 3 credits
Examines family structure and cultural diversity and how these two factors significantly impact schools and demand new or modified approaches to curriculum and instructional practices to better meet needs of all children.
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EDU 655 - Exploring Urban Schools: Character, Culture and Contexts 3 credits
This course is an overview and study of the character of urban schools, many of which face significant challenges in our society. The study is based upon current research in the field and the real-life narratives of urban teachers, school leaders, students, and parents. We will examine areas of education and pedagogy, but also consider the significant role and impact of economics and urban poverty, culture and multiculturalism, race and racism, politics, the role of government and social ethics. The goal of the course is to raise awareness of the issues and challenges of urban schools as well as to consider and develop the possibilities for renewal and reform within these vital institutions in our American society and educational system. Online.
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EDU 661 - Advanced Human Development 3 credits
In-depth reexamination of major theories of human development from infancy to adulthood. Special emphasis placed on educational needs and implications of each aspect of lifespan. Students encouraged to integrate knowledge of human development and learning with theological principles and ethical considerations. Includes lecture, discussion, group participation, case studies and audio-visual presentations.
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EDU 662 - Learning, Development, and Diversity 3 credits
Studying student development and student diversity simultaneously provides the professional educator with a research-based analysis of the general similarities and developmental differences that depend on a variety of social, cognitive, non-cognitive, cultural, and gender-related factors. The course considers physical, cognitive, social and moral development of students within the context of social cognitive theory and related practice. Theories that link development and diversity are examined and practical applications to learners are explored.
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EDU 663 - Selected Topics 3 credits
Research, analysis and investigation of appropriate topic or issue of discipline not covered elsewhere.
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EDU 665 - Meeting the Needs of Exceptional Students in Regular Classrooms 3 credits
Prepares students to design and implement curriculum and instructional strategies for teaching students with moderate disabilities within general education classroom. Legal and historical foundations supporting inclusion of students with disabilities discussed. Current research and theoretical background of inclusive practices examined. Major topics are characteristics of students with learning, behavior, emotional, communication and physical disabilities; models for co-teaching, consultation and collaboration; and classroom management skills. Major considerations are Response to Intervention (RTI); Universal Design for Learning (UDL); Differentiated Instruction (DI) and NCLB legislations.
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EDU 667 - Educational Assessment of Students with Moderate Disabilities 3 credits
Examines methods of educational assessment of students with moderate disabilities. Emphasis given to formal and informal evaluation procedures used by special needs educators to study and maximize educational functioning of students. Focus given to literacy, mathematics, and affective and cognitive factors related to learning. Examines historical, ethical, legal and multicultural considerations. Pre-referral procedures, parental rights, educational planning and current trends in assessment introduced. Students complete educational assessment and write formal testing report.
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EDU 668 - Advanced Disciplinary Literacy: Reading, Writing, Oral Communications and Critical Thinking 3 credits
Students will research, discuss, synthesize and analyze theories and practices of disciplinary literacy instruction in the areas of reading, writing, speaking and critical thinking. These communication modes will be practiced at a high level to complete class assignments.
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EDU 670 - Educating the Human Brain: How Neuroscience Can Inform Teaching Practices 3 credits
Explores “best practices” of teaching in light of recent research from disciplines of memory, learning theory, cognitive psychology, and brain science. Central goal is to bring together contemporary theories of how we learn with specific teaching strategies. Emphasis placed on brain development; how the brain can change (plasticity), and limitation the brain can place on mastering material presented in classroom.
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EDU 673 - Selected Topics 3 credits
Research, analysis and investigation of appropriate topic or issue of discipline not covered elsewhere.
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EDU 675 - Classroom Management 3 credits
Provides ideas, techniques, and skills to improve performance of professional educators. Explores discipline theories and practical ideas, effective teaching strategies, classroom organizational models and other issues related to teaching and learning.
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EDU 676 - Collaborative Teaming of Special and Regular Educators 3 credits
Explores practical and philosophical approaches to inclusion. Emphasizes collaboration and communication of special and regular educators with common knowledge of assessment, diagnosis, strategies and modifications for all children.
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EDU 678 - Using Museums in the Classroom 3 credits
Exposes educators to educational programs and resources of science, art and history museums. Broadens teacher’s awareness of what is available through cooperative interaction with museum education departments and their staff. Classes will visit a variety of the area’s leading museums and participate in training workshops led by some of the Boston area’s foremost museum educators. Field trips.
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EDU 680 - Advanced Theory and Practice in Early Childhood Education 3 credits
Emphasizes advanced teaching methods appropriate for preschool through grade 2 and early childhood curriculum. Interdisciplinary teaching unit developed to meet needs of students with and without disabilities in early childhood classroom.
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EDU 681 - Advanced Theory and Practice in Elementary Education 3 credits
Emphasizes advanced teaching methods for grades 1-6 and particular curriculum of elementary school. Explores advanced teaching theory and practices relevant to elementary level teacher. Deepen knowledge of Massachusetts Curriculum Frameworks and standards and benchmarks for all curriculum areas. Develop advanced methods and practices which equip effective elementary teachers.
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EDU 682 - Advanced Theory and Practice in Teaching Students with Moderate Disabilities 3 credits
This course provides advanced-level examination of assessment, including the referral concerns, components of a diagnostic battery, scoring procedures, report writing, the diagnostic and eligibility process, as well as instructional implications for students with suspected disabilities. Additionally, IEP components, development, and the special education process, including legal federal mandates regarding FAPE and LRE, are examined.
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EDU 683 - Advanced Theory and Practice for Reading Specialists 3 credits
Experienced educators synthesize, analyze, dialogue and reflect on current reading and learning theory and research to apply to classroom curriculum choices, methods and intervention, and professional learning (i.e., coaching, mentoring, and teaching colleagues).
Prerequisite(s): EDU 633 , EDU 639 , EDU 640 (or concurrent with EDU 640 )
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EDU 684 - Advanced Theory and Practice for Teachers of English as a Second Language 3 credits
Experienced educators synthesize and analyze research and theories of second language acquisition at different ages, and theories and methods of instruction in reading and writing in a second language. Examines teaching strategies for development of language skills at different age levels: theory and research in second language acquisition; linguistics, regional socioeconomic and developmental factors in influencing language variation; theories and strategies for developing English language skills in communication; assessment techniques; historical, philosophical and legal bases for ELL.
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EDU 685 - Advanced Theory and Practice for Math Specialists 3 credits
Culminating course of math specialist program. Specifically targets areas where math specialist will need to lead elementary school math programs forward in light of current Common Core and NCTM Standards and Focal Points. Participants explore ways to work with administrators, teachers, parents and students, providing direction and focus towards effective elementary school mathematics program.
Prerequisite(s): MAT 621 , MAT 627 , EDU 649 , EDU 650 .
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EDU 686 - Math Clinic 3 credits
Equips teachers with advanced-level knowledge required to instruct students with diverse abilities, needs and backgrounds in mathematics. Focuses on addressing needs of all learners by breaking down basic math content into concrete elements, then moving to semi-concrete to semi-abstract to abstract, utilizing a multisensory, hands-on, manipulative-based learning approach.
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EDU 687 - Practicum and Seminar in ESL 3 credits
Full-time, 12-week supervised practicum assignment in appropriate school setting. Must complete minimum of 360 clock hours in classroom, including at least 180 hours of full responsibility. Required seminars at College.
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EDU 688 - Reading Clinic 3 credits
Develops understanding of dyslexia and Orton-Gillingham remediation approach. Students learn definition and characteristics of dyslexia and how to teach persons with dyslexia using systematic, multisensory approach. In addition to seminar hours, students complete at least 100-hour supervised practicum with at least two students, using techniques taught during seminars. Completion of course may lead to associate level certification in Orton-Gillingham.
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EDU 689 - In-School Clinical 3 credits
This course provides the opportunity for students to put into practice what has been learned in previous courses: research-based reading strategies in one-one-one, small group and whole group settings; professional development in reading and writing; student and family engagement in literacy; mentoring new teachers; organizing and facilitating grade-level collaboration for reading; diagnosis and remediation of reading/language difficulties; report writing.
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EDU 690 - Action Research in the Classroom 6 credits
Introduces methods of qualitative and quantitative research. Student identifies research question related to classroom setting; explores action research methods; conducts survey of professional literature germane to question; develops research tools and research plan. Student conducts action research study based on plan and reports findings at conclusion of course. Uses own classroom during fall term as lab for reflective research. During spring term, conducts research and prepares extensive written research report, presented orally to colleagues and professors.
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EDU 695 - Introduction to Multisensory Structured Language Instruction 1 credits
Examines the definition of dyslexia and common characteristics, reading research, and the five areas of reading in relation to students beyond grade two with persistent phonological coding deficits. Specifically studies the Wilson Reading System® (WRS): principles of language structure; how to teach language with direct, multisensory methods; student identification and placement; program implementation; progress monitoring; scheduling; and creating a successful classroom environment.
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EDU 696 - Intensive Instruction for the Non-Responsive Reader (Steps 1-6) 6 credits
Presents in detail the multisensory structured language instruction that is required for teaching students beyond grade two with word-level deficits who are unresponsive to previous instruction. This course provides practical application of reading research, with particular emphasis on phonological awareness, phonics and spelling at the beginning levels of decoding and encoding. Provides specific procedures to teach the concepts presented in WRS Steps 1-6. Additional topics include accuracy and automaticity of word recognition, fluency with decodable text, and listening/reading comprehension at beginning stages of reading.
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EDU 697 - Clinical Intensive Instruction for the Non-responsive Reader 3 credits
Supervised practicum requires successful delivery of 65 WRS lessons (at minimum) and mastery through WRS Step 4.2 with an individual student selected according to WRS criteria. A Wilson trainer observes the participant working with his/her student five times during the practicum. Must demonstrate that the teaching plan is based on continuous assessment of the student’s needs.
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EDU 701 - Educational Leadership I -Theoretical Seminar 3 credits
Introduction to Educational Leadership provides aspiring educational leaders comprehensive overview of major issues, perspectives and theories as reflected in writings of leading researchers and theorists within field of educational leadership. Examines bibliographic profiles of exceptional leaders to identify shared characteristics, traits and skills essential to effective leadership of schools and educational programs. Examines theory behind leadership style and identifies his/her individual leadership style. Students complete 15 prepracticum hours in the license sought to get an overview of the role. Students then with targeted goals complete 50 hours of practicum.
Field experience required.
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EDU 702 - Educational Leadership II-Applied Concepts and Case Studies 3 credits
Case studies and problem based learning are used to address problems and issues encountered by school leaders. Through this problem solving approach, students develop personal skill and confidence using leadership theories and strategies introduced within the leadership seminar. Through a case study and problem based learning approach, major issues, theories and perspectives of educational leadership are reexamined with particular emphasis on issues such as problem solving, consensus building, conflict resolution, ethics and building relevant community connections. Students will complete pre-practicum placements of 15 hours that include experience with diverse learners. Student will shadow and interview the education leaders who hold the Massachusetts license in the role and level of the license sought. Students then with targeted goals complete 50 hours of practicum.
Field experience required.
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EDU 705 - Principled Leadership-Ethics, Values and Moral Leadership 3 credits
This course examines from a Christian perspective how leadership practices with a moral dimension built around purpose, values, and beliefs can transform a school into an outstanding organization marked by commitment, dedication, and service. Students will examine how transformational leaders respond to situations they encounter and reflect upon how their own moral values and ethical understandings enable principled decision making. The texts will be used as a framework to examine real life situations and to apply ethical decision making to daily situations that school leaders face. All assignments will be expected to focus on the role and level of the Massachusetts license being sought.
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EDU 710 - Curriculum, Instruction and Assessment 3 credits
This course provides future school administrators with tools for effective instruction and curriculum leadership. The course examines the development of a curriculum plan responsive to student performance standards; identifies and implements effective instructional strategies; utilizes appropriate performance measures for assessing instructional programs. The course examines a variety of instructional technologies that support student learning and enhance teacher efficacy. The class models an administrative team in its discussions comprised of leaders in varying roles such as principals, supervisors, directors, special education coordinators, and superintendents in order to understand and appreciate this content from those perspectives.
Students participate in at least four field experiences (15 prepracticum hours) that are related to leadership in the areas of curriculum, instruction, and assessment in settings where the demographics reflect diversity.
Field experience required.
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EDU 712 - Developing and Leading Educational Programs 3 credits
Emphasizes program development and evaluation that reflect student cultural and ethnic diversity as well as accommodation of learning needs of all students.
Field experience required.
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EDU 715 - Collegial Supervision and Mentoring 3 credits
Studies nature and function of supervision relative to teacher and supervisor. Emphasis given to planning, organization and evaluation of instruction that effectively improves cooperative participation of school personnel.
Field experience required.
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EDU 720 - Human Resources and Personnel Administration 3 credits
The effectiveness of public schools and their organizational vitality is largely dependent on the people who comprise the staff and the ability of the leader to creatively shape school and district goals through them. To administer effectively, the leader must possess those skills and understandings that best enable him/her to lead and manage adults. Together, professional and paraprofessional, clerical, cafeteria and custodial staff all constitute the school’s human resources team. The course focuses on the need for comprehensive and clearly written policies together with efficient organizational structures to support effective human resource administration. Among the topics included in this course are personnel search, staff selection, teacher induction, mentoring, supervision, evaluation, professional development, policymaking, teacher contracts, teacher “professional status” (tenure), promotion and dismissal. Emphasis is placed on the interpersonal dynamics of the educational enterprise as it relates to human resource management. Additionally, issues of affirmative action and prohibited discriminatory personnel practices will be examined. Students in this course will gain a thorough knowledge of adult learning and learn those strategies that work best to bring about a positive school culture through readings, assignments and 15 prepracticum field experiences in diverse school settings in conversations with educational leaders in the role and level of the Massachusetts license being sought.
Field experience required.
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EDU 725 - School Finance, Administration and Technology 3 credits
Financial support is critical to the success of public schools. School leaders are required to be adept at assessing school needs and for developing a financial plan to successfully address these needs. Needs are identified as those financial, human or material resources necessary to advance the goals of the district, school, or department. This course will prepare future educational leaders to understand the federal, state, and local context of school finance. Students will be able to identify the major types of budgeting models that can be utilized and become directly involved in the preparation of an actual school budget. Course provides students with a comprehensive overview of school budgeting processes and business administrative functions. Specific emphasis is given to program, school, and district level budget development and implementation. Other related issues regarding the operation and maintenance of facilities, acquisition and maintenance of instructional equipment and materials (including educational technology), transportation management, and other ancillary student health and counseling services are examined as well. Students spend 15 prepracticum hours learning about school finances from different educational leaders’ perspectives as well as technology needed to manage school finances.
Field experience required.
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EDU 730 - School Law 3 credits
Examines constitutional, statutory and case law governing public education on local, state and national levels. Explores facets of school law and manner in which it is interwoven in day-to-day decisions of running school district in Massachusetts. To be successful leaders of educational organizations, thorough understanding of school law and Massachusetts law is imperative. Students discover legal framework that surrounds decisions and actions in day-to-day pursuits as administrators. Through class discussions, assignments, simulations, case studies, presentations and guest speakers, students learn and experience school law and many areas in which it impacts public education administration.
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EDU 740 - School and Community Relations 3 credits
Course examines theories and strategies related to effective communications with all stakeholder groups. Particular attention is given to the role of educational leaders in developing relationships and constituencies essential for shared vision and support of educational programs within an increasingly diverse and multicultural society. Strategies for providing assistance to the media in interpreting and explaining school programs and student performance data; the development of publication strategies for local dissemination of information; and the development of school-wide and/or program-specific communications plans are examined. This course will utilize “real life” leadership challenges, case studies and problem based learning to understand and identify the best leadership practices in developing strong school and community relations. Students will spend 15 prepracticum hours in authentic experiences with educational leaders in the role of the license sought related to school and community interactions in diverse settings. Students gather information related to family engagement and community involvement needs. Working collaboratively with members of all constituent groups, students develop a proposal to improve family engagement and community involvement, implement and monitor one component of it. Students then - with targeted goals - complete 100 hours of practicum.
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EDU 741 - Sheltered English Immersion Endorsement Course for Administrators
The purpose of this course is to prepare administrators with the knowledge and skills to effectively shelter their content instruction so that English language learners (ELLs) can access curriculum, achieve academic success, and contribute their multilingual and multicultural resources at the school level. Administrators will have opportunities to practice strategies, analyze their practice, provide and receive feedback, and to reflect on their experiences.
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EDU 751 - Research-Based School and Program Improvement 6 credits
Capstone master’s thesis course engages students in area-specific action research. Identifies actual programmatic need or organizational issue and provides appropriate, systematic and research-based leadership to address research question.
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EDU 764 - Raising Self-awareness: Social Emotional Teaching Practices That Impact Student Learning 1 credits
Proposes to advance the professional teacher’s self-assessment to meet standards that require an inherent ability to connect with students on a human/personal level and consequently demonstrate the ability to be receptive to the social, emotional, and academic engagement of all children (Keystone Center, 2014). Begins a five-step cycle to meet the five core competencies required by the Massachusetts Department of Elementary & Secondary Education. Self-awareness, the first of the competencies, is defined as the ability to accurately recognize one’s emotions, thoughts, and their influences on behavior. Includes assessing one’s strengths and limitations and possessing a well-grounded sense of confidence and optimism.
Through a balanced approach the course provides the professional educator with an overview of Social and Emotional Learning (SEL) as a cultural competency, the Massachusetts Core Competencies of SEL, with the opportunity to develop an Educator Plan appropriate for their level of evaluation aligned with the state standards. Under the umbrellas of social cognitive theory, and self-regulated learning theory, the course will provide theory-based instruction including measurement of teacher-efficacy, self-monitoring, and self- evaluation.
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EDU 765 - Building Relationships through Cultural Proficiency 1 credits
Through a balanced approach the course provides the professional educator with an overview of Social and Emotional Learning (SEL) as a cultural competency. In accordance with the Massachusetts Department of Elementary and Secondary Education’s emphasis on culturally proficient SEL in the equity continuum, the course will focus on the relationship skills that facilitate serving the needs of all students. Learners are engaged in a process which prepares them to create learning experiences that are bias free and respectful of students’ diverse backgrounds, identities, strengths, and challenged. that follows a five-step cycle to meet the five core competencies required by the Massachusetts Department of Elementary & Secondary Education for professional growth and development. (Reference: Quick Reference Guide: The 5-Step Cycle).
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EDU 774 - Theories, Research, Policies and Change: Evolving Literacy Instruction 3 credits
Students will research, discuss, synthesize and analyze theories, research, policies, issues and practices utilized in developing reading skills and comprehension.
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EDU 775 - Curriculum Development and Mapping for the Reading Specialist 3 credits
Course provides reading specialists with the knowledge and experience to lead a school or district through an English Language Arts curriculum development process utilizing diary, projected, consensus and essential mapping processes. Answers the why, what, who, where, when and how of the process with an interactive, comprehensive and hands on approach.
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EDU 776 - Reading Specialist as Professional Writer: Explore Publication and Current Controversies 3 credits
Students will research, discuss, synthesize, analyze and write about writing. Dual purpose course. First is to prepare reading specialists to write for and interpret peer-reviewed journals in their field. Second is to research and analyze deep, important, and sometimes controversial current issues in the field of writing. Proposed outcome of course is to move reading specialist, who often have little background in writing, into an informed position to enable them to be professional leaders in the domain of writing.
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EDU 777 - Professional Development for the Content Specialist 3 credits
Explores varied professional development models, analyzes and applies models and synthesizes a professional development plan for a school that covers a half year of implementation for English Language Arts.
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EDU 781 - Practicum and Seminar for Supervisor/Director 6 credits
This practicum includes a monthly leadership modules plus an on-site practicum experience culminating in a total of 500 clock hours under the direct supervision of a supervisor/director who holds a Massachusetts license in the area and/or level being sought. Students should complete 200 hours toward the practicum through the following courses: EDU 701 (50 hours), EDU 702 (50 hours), and EDU 740 (100 hours). These hours are in addition to the 75 pre-practicum hours completed during other courses in the program. The graduate student works in a school setting performing the kinds of responsibilities and duties of a supervisor/director. The practicum can be arranged as either full-time or part-time. Students must discuss proposed arrangements with their advisor early in the program. During the practicum, students meet with their program supervisor for scheduled leadership modules and are visited at their practicum site a minimum of three times with the cooperating administrator for observation and evaluation of performance.
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EDU 782 - Practicum and Seminar for Principal, PreK-8 6 credits
This practicum includes monthly leadership modules plus an on-site practicum experience culminating in a total of 500 clock hours under the direct supervision of a principal who holds a Massachusetts license in the area and/or level being sought. Students should complete 200 hours toward the practicum through the following courses: EDU 701 (50 hours), EDU 702 (50 hours), and EDU 740 (100 hours). These hours are in addition to the 75 pre-practicum hours completed during other courses in the program. The graduate student works in a school setting performing the kinds of responsibilities and duties of a principal. The practicum can be arranged as either full-time or part-time. Students must discuss proposed arrangements with their advisor early in the program. During the practicum, students meet with their program supervisor for scheduled leadership modules and are visited at their practicum site a minimum of three times with the cooperating administrator for observation and evaluation of performance.
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EDU 784 - Practicum and Seminar for Principal, 5-12 6 credits
This practicum includes monthly leadership modules plus an on-site practicum experience culminating in a total of 500 clock hours under the direct supervision of a principal who holds a Massachusetts license in the area and/or level being sought. Students should complete 200 hours toward the practicum through the following courses: EDU 701 (50 hours), EDU 702 (50 hours), and EDU 740 (100 hours). These hours are in addition to the 75 pre-practicum hours completed during other courses in the program. The graduate student works in a school setting performing the kinds of responsibilities and duties of a principal. The practicum can be arranged as either full-time or part-time. Students must discuss proposed arrangements with their advisor early in the program. During the practicum, students meet with their program supervisor for scheduled leadership modules and are visited at their practicum site a minimum of three times with the cooperating administrator for observation and evaluation of performance.
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EDU 785 - Practicum and Seminar for Special Education Administrator 6 credits
This practicum includes a monthly leadership modules plus an on-site practicum experience culminating in a total of 500 clock hours under the direct supervision of a special education administrator who holds a Massachusetts license in the area and/or level being sought. Students should complete 200 hours toward the practicum through the following courses: EDU 701 (50 hours), EDU 702 (50 hours), and EDU 740 (100 hours). These hours are in addition to the 75 pre-practicum hours completed during other courses in the program. The graduate student works in a school setting performing the kinds of responsibilities and duties of a special education administrator. The practicum can be arranged as either full-time or part-time. Students must discuss proposed arrangements with their advisor early in the program. During the practicum, students meet with their program supervisor for scheduled leadership modules and are visited at their practicum site a minimum of three times with the cooperating administrator for observation and evaluation of performance.
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EDU 786 - Practicum and Seminar for Superintendent/Assistant Superintendent 6 credits
This practicum includes a monthly leadership modules plus an on-site practicum experience culminating in a total of 500 clock hours under the direct supervision of a superintendent of schools who holds a Massachusetts license in the area and/or level being sought. Students should complete 200 hours toward the practicum through the following courses: EDU 701 (50 hours), EDU 702 (50 hours), and EDU 740 (100 hours). These hours are in addition to the 75 pre-practicum hours completed during other courses in the program. The graduate student works in a school setting performing the kinds of responsibilities and duties of a superintendent of schools. The practicum can be arranged as either full-time or part-time. Students must discuss proposed arrangements with their advisor early in the program. During the practicum, students meet with their program supervisor for scheduled leadership modules and are visited at their practicum site a minimum of three times with the cooperating administrator for observation and evaluation of performance.
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EDU 790 - Internship 6 credits
Supervised leadership experience in appropriate setting. Must be prearranged and approved by instructor.
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EDU 870 - Educating the Human Brain 3 credits
Explores “best practices” of teaching in light of recent research from disciplines of memory, learning theory, cognitive psychology, and brain science. Central goal is to bring together contemporary theories of how we learn with specific teaching strategies. Emphasis placed on brain development; how the brain can change (plasticity), and limitation the brain can place on mastering material presented in classroom.
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EDU 873 - Selected Topics
Research, analysis and investigation of appropriate topic or issue of discipline not covered elsewhere.
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ENG 604 - Advanced Grammar for Writing 3 credits
Studies and analyzes grammar systems and syntax of English language. Includes roles of grammar in construction of written style and pedagogical implications in schools.
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ENG 618 - Advanced World Literature: Nobel Prize-Winning Authors 3 credits
Focuses on understanding more about the world through literature of its people. Includes research into social and cultural milieu from which literature emerges, how literature is both a reflection of its culture and a means for changing it. All genres of world literature represented-drama, short story, novel and poetry.
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ENG 619 - The Romantic Period in History and Literature 3 credits
This course examines the key historical events and literary works of the Romantic Period in both the United States and England. Students will consider the connection between historical events and the literature written at the same time. Authors include Poe, Hawthorne, Melville, Wordsworth, Shelley and Austen.
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ENG 632 - Literature for Adolescents 3 credits
In-depth examination of literature for young adults used thematically throughout middle school and secondary curricula. Examines cross-cultural implication of literature.
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ENG 634 - British Literature 3 credits
This course examines literary texts through the prism of literary periods, movements, and major authors of British (and world) literature. Authors such as Chaucer, Shakespeare, and Ibsen as well as works by women and ethnic minorities will be studied.
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ENG 635 - Shakespeare Active in Class and History 3 credits
The reading and performance of Shakespeare has been part of the English classroom canon in both high school and college for many years. This course addresses both the historical context of Shakespeare’s plays and the themes within the plays. Strategies to make the reading and performance of Shakespeare’s plays are examined.
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ENG 636 - Poetry and Literary Analysis 3 credits
Exploration of genre of poetry. Using literary elements, students analyze how meaning is created in poems, compare the sonnets of Petrarch and Shakespeare, and explore early roots of poetry and poetic novels of Mel Glenn and Sandra Cisneros. Practice in writing of poetry demonstrates literary concepts.
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ENG 638 - General Linguistics 3 credits
Linguistics is the study not just of languages, but of language itself. Examines different features common to all languages, such as phonetics and phonology, syntax, semantics and morphology.
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ENG 639 - Literature of WWII in Europe 3 credits
Examines a variety of experiences of people in Europe: resistance workers in Germany and occupied countries, Holocaust rescuers, Hitler youth, Holocaust survivors-particularly those who kept hope.
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ENG 640 - Contemporary American Fiction and Visual Media 3 credits
Explores a theme in recent American literature regarding the influence of visual media over culture, a theme most deeply explored by David Foster Wallace.
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ENG 643 - History and Literature of the Ancient Greeks
Explores the worlds of Hesiod and Homer, Aeschylus and Pericles, Alexander the Great and Paul the Apostle. Specific topics will be arranged in consultation with students’ academic and teaching interests.
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ENG 644 - Survey of American Literature 3 credits
This course is a critical survey of the diverse literature of the United States Beginning with poetry and stories, students are exposed to the various periods of American literature and the ideas and forces that shaped the writing of those times. Significant attention will be given to the writings of women and ethnic minorities. This course focuses on historical as well as literary themes through reading, writing, listening/viewing, and speaking.
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ENG 650 - Literature of Renaissance and Reformation 3 credits
From the roots of the Reformation in Late Medieval/Renaissance Europe, we will begin our exploration of Martin Luther’s angst, his “95 Theses” and subsequent writings. We will then consider expression reforms in the first three generations of the Reformation, including the views of leading figures such as Zwingli, Calvin and those in the English Reformation. We will consider both the “magisterial” and “radical” branches of the Reformation, as well as the Catholic “Counter-Reformation.” Particular topics will vary depending on student interest.
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ENG 661 - History of the English Language: Advanced Content in English 3 credits
Studies history of English language from its earliest beginnings up to 21st century. Includes study of “prehistory” of English (its ancestors and closest relatives), and reading of various texts from different periods. Advanced examination of kinds of linguistic changes that have occurred and are still occurring as the language continues, including historical, phonological, morphological, syntactic, semantic, etc.
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ENG 663 - Selected Topics 3 credits
Research, analysis and investigation of appropriate topic or issue of discipline not covered elsewhere.
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ENG 670 - Chaucer and Medieval Traditions 3 credits
Examines literary, linguistic and historical aspects of Chaucerian texts. Students investigate genre, style, structure and themes of various stories in Canterbury Tales and Troilus and Criseyde. Students explore meaning of Chaucerian texts in context of social history, examining such topics as religion, gender, class and commerce. Includes how to pronounce and translate medieval English by reading Canterbury Tales in original form.
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ENG 672 - Literature of Immigrant Communities in the U.S. 3 credits
Answers the needs of teachers who understand multicultural literature is important but have no familiarity with resources that one could use. Literature covers a diverse cross-section of readings appropriate for middle and secondary audiences.
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ENG 673 - Selected Topics 3 credits
Research, analysis and investigation of appropriate topic or issue of discipline not covered elsewhere.
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ENG 674 - Developing Writers 3 credits
Encourages teachers at all levels to develop as writers and explore practical strategies for the classroom.
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ENG 675 - Advanced Writing 3 credits
Provides personal direction and group critique of substantial individual writing projects across genres. Integrates use of literature within writing.
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ENG 676 - Literary Analysis 3 credits
Literary analysis is the method by which we examine and understand the literature we read. Critical theory is the variety of lenses we bring to that analysis. Not surprisingly, there are multiple lenses through which scholars have viewed literature. Many of these theories reflect the social and philosophical issues of the period in which they were developed. At the same time they raise universal questions about life and its meaning. This course will allow you to understand how these different theories examine literature, and how they are similar and different from each other.
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ENG 677 - Writing for Publishing 3 credits
In this course students will learn about to prepare a writing sample in the genre of choice for potential publication; write a book proposal; do a market comparison to explore potential competitors to your work; determine your target audience; research potential publishers and agents (including book, journal/magazine, and online venues). The course addresses challenges within academic and trade publishing, how to determine market needs, and how to effectively meet those challenges and needs.
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ENG 684 - World Literature 3 credits
Investigates several great works of world literature from Middle Ages to Renaissance that have influenced Western literature and culture for centuries. Students explore defining characteristics of wide range of genres (epic, poetry, drama, romance, novel and others) and develop proficiency about such topics as influence of classical culture, conceptions of the individual, definitions of love, Humanism, intertextuality, literary structure, and class and gender formation.
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ENG 686 - Poetics 3 credits
Explores theories of poetics, starting with Greeks and Romans, and continuing through medieval period, Renaissance, and eventually to contemporary developments in English and other theories of poetics. Students consider historical and contemporary analysis of art of poetry, including both close examination of technical features of the art, and a study of application of such concepts as intertextuality (allusion, reference between poems and other art forms) and what Harold Bloom has called The Anxiety of Influence.
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ENG 875 - Advanced Writing 3 credits
Provides personal direction and group critique of substantial individual writing projects across genres. Integrates use of literature within writing.
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Financial Analysis |
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FIN 511 - Christian Leadership & Ethics in Business 3 credits
Examines theories, research and practical models of leadership in organizations, with emphasis on providing students with examples of successful and unsuccessful leadership in relations to Christianity. Significant emphasis on ethical decision-making.
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FIN 512 - Economics for Finance Professionals 3 credits
In-depth analysis of significant economic theories at both the micro and macro levels, as well as issues in the global economy. Examines the Christian concept of stewardship and how that compares and contrasts with the typical understanding of economics as the process of allocating scarce resources.
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FIN 521 - Quantitative Methods 3 credits
Explores development, testing, and application of multiple regression models in financial, economic, and business analysis and forecasting. Course material include statistical concepts, probability concepts, probability distributions, sampling, hypothesis testing, time series analysis, and multifactor models.
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FIN 611 - Financial Reporting & Analysis I 3 credits
Explains the elements of the major financial statements (income statement, balance sheet, cash flow statement); and a framework for analysis of these statements: collecting, processing, interpreting, communicating, and recommending changes based on the analysis. Examines the mechanics and standards of financial reporting; the details of income statements, balance sheets, cash flow statements, inventory accounting, and long-lived asset accounting.
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FIN 612 - Financial Reporting & Analysis II 3 credits
Examines the details of Long-Term Liabilities accounting: bonds payable; amortization and interest expense accounting; leases; pensions; and other employee benefits. Examines the details of income taxes, accounting for employee compensation post-employment, intercorporate investments, and accounting for a firm’s multinational operations. Emphasizes the importance of financial reporting quality and explores financial statement analysis techniques.
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FIN 621 - Foundations of Financial Management 3 credits
Develops the analytical tools and understanding of business principles necessary to make optimal decisions in management of a firm. Addresses a Christian approach to a firm’s objective of value maximization; recognizing the need for profits, but that profits alone do not sufficiently justify a firm’s existence
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FIN 622 - Corporate Finance 3 credits
Investigates strategic issues in corporate finance, such as merger/acquisition analysis and firm valuation; bankruptcy and reorganization of firm; optimal capital structure; capital budgeting models incorporating uncertainty; risk management credit policy and bond refunding analysis.
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FIN 631 - Fixed Income Analysis 3 credits
Explains the basic features of a bond, yield measures, and the structure of a bond’s cash flows. Explains the primary and secondary bond markets; who issues bonds and why; who buys bonds and why. Additionally examines the types of risks incurred by bond investors and the process of fixed-income portfolio management.
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FIN 632 - Equity Analysis 3 credits
Analyzes the market of equity securities; the primary market, the secondary market, market regulation, market indices, market efficiency, market pricing anomalies, and behavioral finance concepts. Explores the various types of equity securities; common stock, preferred stock, convertible preferred stock, private equity and public equity.
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FIN 633 - Derivatives Analysis 3 credits
Introduces the mechanics of derivatives markets and types of available derivatives investments. Examines the fundamentals of the future markets, hedging strategies using futures, the market of SWAPs, and the mechanics of the options markets.
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FIN 634 - Alternative Investments 3 credits
Explores both the theoretical and practical world of alternative investments, including mutual funds, hedge funds, private equity, real estate, etc. Examines the rationale and risks of including alternative investments in a portfolio.
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FIN 635 - Portfolio & Risk Management 3 credits
Examines factors that influence portfolio decision making and distinguishes between portfolios managed by tax payers (individuals, families, and corporations) versus those managed by non-tax payers (pension plans, foundations, endowments, etc.). Emphasizes the importance of risk management in minimizing losses and maximizing opportunities, and examines strategies to identify, assess, and mitigate various risks.
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FIN 671 - Selected Topics in Financial Analysis 3 credits
Research, analysis and investigation of appropriate topic or issue of discipline not covered elsewhere.
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FIN 673 - Selected Topics 3 credits
Research, analysis and investigation of topic or issue of discipline not covered elsewhere.
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French |
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FRE 613 - Advanced French Writing 3 credits
The goal of this course is to develop an advanced knowledge of the French language and French and Francophone cultures. This knowledge will be developed in five areas: listening, speaking, reading, writing, and cultural competence with a stress on written skill development.
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FRE 638 - French African “Coming of Age” Novels 3 credits
Studies French Africa and novels written depicting the coming of age.
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FRE 639 - French Linguistics, Advanced Syntax and Translation 3 credits
What you need to know. Why do they do that? A study of the linguistic structure of French: looking at how the language is put together, how pronunciation and grammar work together and why the French say it “that way.“ How do they do that? An analysis of the phonetics and the pronunciation of French, so important to French speakers, which will furnish an understanding of the sound system and its relevance to the message. What tools do they use? An inquiry into the finer points of French grammar and syntax that have eluded many French speakers. Student reports and interpretation will be required. Some attention will be given to adapting some items to the public school setting.
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FRE 643 - Survey of 19th Century French Literature 3 credits
A survey of 19th Century French Literature: namely, Romantic, Parnassians and Symbolist poetry; the novels and novellas of Châteaubriand, Flaubert, and Dumas (fils); and the play Hernani by Victor Hugo.
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FRE 660 - Francophone Civilization 3 credits
The goal of this course is to develop an advanced knowledge of the French language and Francophone cultures. The knowledge will be developed in five areas: listening, speaking, reading, writing and cultural competence. Students will practice and improve their oral and written communication skills in the target language while learning facts about contemporary Francophone countries and using higher order thinking skills in their analyses of cultural differences. Students will also be able to contrast French and Francophone cultures and religions and compare them with their own cultural habits.
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FRE 661 - Francophone Literature 3 credits
Reading of literature in French from all over the world: Haiti, Guadeloupe, Senegal, the Congo, Canada and Louisiana. Short stories, fables and novels. Tragic emigration, description of life in Muslim Africa, joy and happiness. Discussion of readings, watching films and use of explication de texte as a method of studying literature.
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