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COUN 6310 - Group Counseling Lab
This lab will allow students to participate in group process as well as facilitate a group. Techniques will be introduced in the lecture course and students will have the opportunity to give and receive feedback to enhance skill development. Co-requisite: COUN 6300
Hours:
1
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COUN 7510 - Internship I
The internship is designed to enable students to practice their skills at their internship sites and to carry out all of the activities and functions that employed counselors perform. Pre-requisite: COUN 7500
Prerequisite/Corequisite:
COUN 7500 with B or greater
Hours:
3
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COUN 7520 - Internship II
The internship is designed to enable students to practice their skills at their internship sites and to carry out all of the activities and functions that employed counselors perform. Pre-requisite: COUN 7510
Prerequisite/Corequisite:
COUN 7510 with B or greater
Hours:
3
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COUN 6060 - Intro Gerontological Counselng
This course provides an overview of the unique issues of the specialty of Rehabilitation Counseling and Gerontological fields including history and ethical/legal concerns. Students will become familiar with multi-cultural diversity, research, and the professional/organizational as it applies to the Gerontological Counselor.
Hours:
3
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COUN 6000 - Intro to Clin Mental Hlth Coun
This course provides an overview of the counseling profession including history, professional identity, and ethical/legal concerns. Students become familiar with multicultural diversity, research, and professional/organizational issues as they apply to the professional counselor.
Hours:
3
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COUN 6020 - Intro to Prof Counseling
This course provides an overview of the counseling profession including history, professional identity, and ethical/legal concerns. Students become familiar with multicultural diversity, research, and professional/organizational issues as they apply to the professional counselor.
Hours:
3
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COUN 6030 - Life Span Development
This course provides a framework of the theoretical understanding of human develpment from birth to later adulthood, including issues of gender, family and socialization. The course is intended to illustrate the normal developmental processes that occur over a life span and sensitize counselors to events that may lead to a disruption of events that may eventually lead a person to seek counseling.
Hours:
3
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COUN 7320 - Life Span Development
This course provides a framework of the theoretical understanding of human development from birth to later adulthood, including issues of gender, family and socialization. The course is intended to illustrate the normal developmental processes that occur over a life span and sensitize counselors to events that may lead to a disruption of events that may eventually lead a person to seek counseling.
Hours:
3
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COUN 6500 - Multicultural Counseling
This course enhances and advances knowledge, skills, and sensitivity to diverse populations in the counseling process. The student learns about the effects of culture, ethnicity, race and gender on the development and functioning of the client as well as the attitude of the therapist. Co-requisite: COUN 6510
Hours:
3
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COUN 7340 - Multicultural Counseling
This course enhances and advances knowledge, skills, and sensitivity to diverse populations in the counseling process. The student learns about the effects of culture, ethnicity, race, and gender on the development and functioning of the client as well as the attitude of the therapist.
Hours:
3
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COUN 6510 - Multicultural Counseling Lab
Students will engage in multicultural experiences to explore beliefs, attitudes, values and concerns in order to enhance self-awareness, multicultural counseling competencies and advocacy. Co-requisite: COUN 6500
Hours:
1
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COUN 7500 - Practicum in Counseling
The purpose of the counseling practicum is to introduce graduate counseling students to the practice of counseling with actual clients at a site commensurate with the student’s professional interests. Co-requisite: COUN 7400. Pre-requisites: COUN 6040, COUN 6100, COUN 6300, COUN 6700 and COUN 7100.
Prerequisite/Corequisite:
COUN 6040 with C or greater and COUN 6100 with C or greater and COUN 6300 with C or greater and COUN 6700 with C or greater and COUN 7100 with C or greater
Hours:
3
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COUN 7980 - Professional Paper
This course requires the student to complete a publishable or presentable paper on a significant issue or theory in the professional counseling field. To apply their expanding knowledge about research design and statistics, students will develop and conduct their own research study. Pre-requisite: COUN 7900
Prerequisite/Corequisite:
COUN 7900 with C or greater
Hours:
3
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COUN 6110 - Psych Helping Skills Lab
The purpose of this lab is to practice beginning helping skills necessary to becoming an effective counselor. Each lab will require the student to be a helper, client and an observer. Co-requisite: COUN 6100
Hours:
1
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COUN 6600 - Psychological Assessment
This course covers the historical, ethical/legal, and professional/organizational issues related to appraisal for counseling professionals. Students are provided with direct laboratory experiences in the professional use and interpretation of assessment tools with required supervision of an appropriately trained and licensed professional. Co-requisite: COUN 6610
Hours:
3
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COUN 7950 - Psychological Assessment
This course covers the historical, ethical/legal, and professional/organizational issues related to appraisal for counseling professionals. Students are provided with direct laboratory experiences in the professional use and interpretation of assessment tools with required supervision of an appropriately trained and licensed professional.
Hours:
3
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COUN 6610 - Psychological Assessment Lab
The purpose of this lab is to practice administrating and interpreting assessments. Each student will be responsible to provide a written interpretation that incorporates relevant client background information with the assessment results. Co-requisite: COUN 6600
Hours:
1
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COUN 6010 - Psychological Helping Skills
Principles of providing a helping relationship through counseling and interviewing are integrated in a conceptual framework for subsequent professional studies in counseling. Emphasis on the development of techniques for assisting clients’ personal, social, spiritual, and career development. Personal and professional development through skills training in techniques.
Hours:
3
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COUN 6100 - Psychological Helping Skills
This is an introductory course for prospective counselors who seek to develop basic counseling skills and improve interpersonal effectiveness. The course is designed primarily as a personal experience in practicing newly acquired helping skills. Co-requisite: COUN 6110
Hours:
3
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COUN 7150 - Psychopatholgical Diagnosis
This course is designed to assist students in the recognition and categorization of psychological and emotional patterns which are considered dysfunctional, according to the classification system utilized by the American Psychiatric Association in their Diagnosis and Statistical Manual Disorders IV-TR (2000). Pre-requisite: COUN 7260
Prerequisite/Corequisite:
COUN 7260 with C or greater
Hours:
3
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COUN 7100 - Psychopathological Diagnosis
This course is designed to assist students in the recognition and categorization of psychological and emotional patterns, which are considered dysfunctional, according to the classification system utilized by the American Psychiatric Association in their Diagnosis and Statistical Manual Disorders IV-TR (2000).
Hours:
3
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COUN 6700 - Research Methods
Students study research methods, procedures, and designs as appropriate to the field of counseling, understanding that it is important for students to conduct research and appreciate the research designs used by counselors in the field. Preparation of research abstract, proposal, and design are also included.
Hours:
3
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COUN 7900 - Research Methods in Counseling
Students study research methods, procedures, and designs as appropriate to the field of counseling, understanding that it is important for students to conduct research and appreciate the research designs used by counselors in the field. Preparation of research abstracts, proposals, and designs is also included. Pre-requisite: COUN 7260 and COUN 6020
Prerequisite/Corequisite:
COUN 7260 with C or greater and COUN 6020 with C or greater
Hours:
3
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COUN 7010 - Special Topics in Counseling
Research and Discussion in Special Topics in Counseling. Analysis of the issues facing the practitioner in contemporary society. Contact department for offering. Consent of professor is required.
Hours:
1 - 4
Notes:
May be taken by a student for a maximum of 12 hours
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COUN 7970 - Special Topics Seminar
Research and Discussion in Special Topics in Counseling. Analysis of the issues facing the practitioner in contemporary society. Contact department for offering. Pre-requisite: consent of instructor
Hours:
1 - 3
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COUN 7200 - Substance Abuse Counseling
A study of behavioral and substance additions, including an overview of differential treatment.
Hours:
3
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-
COUN 7240 - Substance Abuse Counseling
This course involves a thorough examination of a variety of addictions from multiple perspectives and a review of differential treatment. Pre-requisite: COUN 7260 and COUN 6010
Prerequisite/Corequisite:
COUN 7260 with C or greater and COUN 6010 with C or greater
Hours:
3
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COUN 7840 - Thesis
This course requires the student to complete an original research project in the professional counseling field with the guidance and direction of the student’s major advisor. The student will defend the thesis to his/her advisor and advisory committee. Pre-requisite: COUN 7900
Prerequisite/Corequisite:
COUN 7900 with C or greater
Hours:
3
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COUN 7020 - Thesis in Counseling
This course requires the student to complete an original research project in the professional counseling field with the guidance and direction of the student’s major advisor. The student will defend the thesis to his/her advisor and advisory committee.
Hours:
6
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CRJU 7500 - Comprehensive Seminar
A capstone course designed to strengthen the analysis and comparison of various theories and methodological models as they pertain to criminal justice issues in a global society. Emphasis is on the critical examination of current trends and research in criminal justice as well as design and implementation of criminal justice research.
Hours:
3
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CRJU 7115 - Corrections and Penology
This course will examine the current research in corrections and penology. It will address specific issues such as public perception and reaction to the criminal justice system’s methods of punishment and treatment of criminal offenders, the effectiveness of sentencing options and policies and the various theoretical and methodological approaches to the study of community-based corrections, intermediate sanctions, and prisons.
Hours:
3
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CRJU 6440 - Criminal Justice Administration
The course includes an overview of management and administration in criminal justice agencies. The course examines organizational structure, communication, leadership, motivation, employee evaluation and supervision as well as external environmental demands and situations. There is an emphasis on the role of the criminal justice administrator in policy formulation and program development.
Hours:
3
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CRJU 7010 - Criminal Justice Policy
This course is a survey of program evaluation and policy analysis techniques relating to the philosophical and practical administration of criminal justice. The focus is on how policy in criminal justice is created, analyzed and changed. The student will be introduced to critical issues in criminal justice and policymaking at the local, state, and federal levels as well as effective and ineffective policies and strategies used in the criminal justice system.
Hours:
3
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CRJU 7001 - Criminal Justice Theory
This course provides an analysis and investigation of criminological theory with an emphasis on understanding theoretical principles in application in criminal justice policy, treatment, and practice. Pre-requisite: An undergraduate course in criminology or social theory
Hours:
3
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CRJU 6350 - Family Violence
An interdisciplinary examination of the main areas of family violence: spousal abuse, child abuse, sibling violence, etc. Research in the field will be reviewed for factors related to causation and prevention.
Hours:
3
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CRJU 7120 - Forensic Behavioral Analysis
The purpose of this course is to examine criminal behavior through a psychological perspective. Upon completion of this course, students should have acquired knowledge regarding the major psychological theories of criminal behavior as well as specific psychological disorders that potentially contribute to criminal behavior, such as personality disorders, impulse control disorders, and sexual disorders. Students will study the behaviors and traits of the perpetrators and victims of such crimes as, serial murder, rape, child molestation, domestic homicide, mass murder, and serial arson. The course will also familiarize students with various techniques for analyzing and understanding criminal behavior though crime scene analysis. These techniques include an introduction to the fundamentals of criminal investigative analysis, criminal profiling, risk assessment, and interview strategies. Critical thinking skills are emphasized by the utilization of case studies that will involved an analysis of offender psychopathology, modus operandi, and signature.
Hours:
3
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CRJU 7005 - Global Crime and Justice
In the last two decades, transnational crime has experienced an unprecedented expansion, now accounting for roughly 15 percent of the world’s GDP. Profits from transnational crime groups have been termed the ‘global shadow economy’ or the ‘dark side of the economy.’ The purpose of this course is to study crime and criminal justice from a global perspective. The course will examine how globalization and improvements in communication technologies have led to a recent growth in transnational crime. The course will explore issues surrounding the definitions, incidence, and trends in transnational crime. The course also analyzes efforts made by contemporary nation states and multilateral agencies to combat illicit transnational activity. Specific crime topics discussed include, drug trafficking, arms trafficking, the trafficking of persons, the sex industry, fraud, cybercrime, and transnational criminal organizations.
Hours:
3
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CRJU 6325 - Homeland Security
This course is a study of federal, state, local, and private and other organizational entities involved in homeland security. It addresses the evolution of homeland security from early to modern times with an emphasis on the emerging homeland security structure, culture, and organization. Students will evaluate contemporary homeland security issues and policies, and critically compare and contrast them. Additional topics include emergency management, national and international laws that impact homeland security, the protection of civil liberties, the bureaucracy of managing homeland security, and the modern threat of cyber, international, and domestic terrorism, and weapons of mass destruction (WMD). Pre-requisite: CRJU 1100 or acceptance into the MSCJ program.
Hours:
3
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CRJU 7117 - Legal Liabilities of Criminal Justice
This course is an examination of the liability issues that challenge criminal justice professionals in the performance of their duties. The course will result in an examination of how management and administration in criminal justice relates to ethical, civil, and criminal behaviors of personnel.
Hours:
3
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CRJU 7112 - Police and Society
The purpose of this course is to examine the development and role of police in modern society. This not a course on police administration or criminal investigation, rather the course examines the function of police in the context of the large society. As such, it will explore such topics as, the history of policing, police recruitment, police misconduct, police discretion, police culture, patterns of police-community relations, crime prevention strategies, the relationship between police and the media. Like other course in the graduate curriculum, this class will integrate theory, research, and policy by relying on academic journal articles as the source for class discussions.
Hours:
3
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CRJU 7002 - Research Methodology-Crim Just
This course consists of an examination of research methods, including research paradigms and methodologies across criminal justice, research question formulation, research project design, and research ethics.
Hours:
3
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CRJU 7900 - Special Topics in Crim Justice
A seminar on topics which will vary according to instructor and student interest. With a change in topic, this course may be repeated for credit.
Hours:
0 - 9
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CRJU 7003 - Statistical Analysis Crim Just
This course provides a foundation for the use of statistical methods in criminal justice research. It will review fundamentals of research, showing the interplay between the theory, the research, the statistical method, and the interpretation of analytical and statistical concepts and procedures relevant to crime and criminal justice policy data. Contemporary race, gender, and other diversity issues, and their relevance to criminal offenders, crime victims, and the criminal justice system, are explored using statistical techniques on live data from a variety of criminal justice data banks.
Hours:
3
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ECED 6104 - Advanced Literacy & Comm
The purpose of this course is to engage graduate students as adult readers, writers, and communicators while enhancing their knowledge of and applying methods for literacy instruction in the elementary grades. The course also involves the investigation of various purposes and modes of communicating with students, colleagues, administrators, parents, and the community in new and more interactive ways.
Hours:
3
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ECED 6103 - Applied Info & Instrctnl Tech
This course is designed to help students reflect on the role various forms of electronic and digital media have on the instructional and learning process. Design and planning for differentiated instruction as well as theoretical foundations of technology usage will be addressed. Students will experience a range of interactive and emerging technologies by producing artifacts which can be utilized in their classroom instruction. Pre-requisite: Admission to Teacher Education
Hours:
3
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ECED 6002 - Authentic Assmnt in ECE
This course is designed to provide students with an understanding of the role of assessment in early childhood education settings. A holistic, comprehensive review of authentic assessment tools and strategies and their applications to learning settings and diverse child populations will be included.
Hours:
3
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ECED 5201 - Char Presch Children w/Dis
This course covers the current understandings of the characteristics of preschool children with disabilities and the advanced study of the research related to the cognitive, social, emotional, and language development of these children. Also included are the topics of (a) working with families in home services; (b) parent training of children with disabilities; (c) serving on interdisciplinary teams, and (d) utilizing other personnel resources. This course addresses standards articulated by the Georgia Professional Standards Commission.
Hours:
3
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ECED 6005 - Comparative Models in ECED
This course is designed to provide the graduate student with an understanding of the various influential models of early childhood education currently being utilized in the US A theoretical basis is included for each model and models with an international influence, such as Reggio Emilia will be included.
Hours:
3
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ECED 6004 - Critical Issues in ECED
This course presents an overview of the critical contemporary issues in early childhood education.
Hours:
3
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-
ECED 5047 - Effective Teach Strategies Lab
Effective Teaching strategies lab for students enrolled in the post-baccalaureate initial certification program.
Hours:
2
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ECED 6101 - Hist, Phil & Global Perspect
This course will provide opportunities for students to enlarge their knowledge of early childhood (PK-5) programs, teaching methods and current classroom-related issues in the US and abroad in their historical, philosophical and political context. Students will reflect upon, discuss and present a variety of perspectives on education and assess the potential of change in the realities of today’s educational environment.
Hours:
3
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ECED 6003 - Integrating Home/School/Comm
This course examines the role of the school, home, and community in the education of young children in order to get maximum home and community reinforcement of the knowledge and skills taught by schools.
Hours:
3
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ECED 5202 - Lang Dev Presch Chld w/Dis
Advanced study of the current research-based information on pre-language and pre-cognitive development as well as language development and language disabilities of young children with disabilities, including non-English speaking and diverse cultural and racial groups. This course will address standards articulated by the Georgia Professional Standards Commission.
Hours:
3
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ECED 6102 - Ldrship, Advo & Policy Mking
This course will provide opportunities for students to identify their leadership and decision-making styles, as a foundation for exploring their role in the schools as instructional leaders and advocates. With student learning as a main focus, participants in this course will develop a deeper understanding of the interrelatedness of contexts such as culture, politics, law and economics and the impact of these variables on public education. Another area of emphasis will be school cultures that contribute to student success, including the role of teaching effectiveness, parental involvement, professional development, diversity and exceptionality issues. Students in this course will engage in policy research, case study analysis and ethical decision-making based on case studies and/or moral dilemmas.
Hours:
3
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ECED 5203 - Mat/Meth Presch Chld w/Dis
This course covers the current understandings of the instructional methods and services in unstructured settings for preschool children with disabilities. Also included are the topics of (a) relationship between instruction and physical handling, (b) curriculum content for early childhood adapted for preschool handicapped children, and (c) assessment of the preschool child’s disabilities.
Hours:
3
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ECON 6205 - Economics & Decision Making
Quantitative economics draws on analysis for such concepts as cost, demand, profit, competition, pricing, entry strategy, and market protection strategy. It bridges the gap between the analytical problems and the day-to-day decisions that managers face. The aim of the course is to complement managers intuition and personal style of analysis by decision techniques that make easier a thorough, systematic examination of the problem at hand and its feasible alternative solutions. The course will use statistical analysis to enrich decision making precision.
Hours:
3
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ECON 6240 - Seminar in Economics
Information economics analyzes the ways in which information affects behavior of individuals, firms and markets. Applications include coping with incomplete information, taking account of and strategically using asymmetric information, dynamic situations with informational content, contracts, pricing strategies, bargaining, auction mechanisms and bidding, signaling, insurance, and conflict management.
Hours:
3
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ECON 5205 - Survey of Economics
Develops a basic understanding of a broad range of macro and micro economic topics including the theories of supply and demand, the business cycle, GDP, the theory of the firm, and price elasticities, and consumer choice theory.
Hours:
3
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EDGE 6001 - Char of the Gifted Child
Advanced study of the research related to the cognitive, social, emotional and achievement characteristics of gifted students from diverse backgrounds. Analysis of political, legal and socio-cultural factors influencing conceptions of giftedness and educational programs for the gifted will also occur. This course will address standards articulated by the Georgia Professional Standards Commission.
Hours:
3
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EDGE 6002 - Curr/Prog Dev for the Gifted
Advanced study of the design of research based curriculum models in gifted education. An emphasis is placed on highly differentiated culturally responsive programs with strong theoretical foundations. The course will address standards articulated for the Georgia Professional Standards Comm. and the Council for Exceptional Children (The Association for the Gifted Division). Pre-requisite: EDGE 6001
Prerequisite/Corequisite:
EDGE 6001 with C or greater
Hours:
3
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EDGE 5003 - Methods/Assess Teaching Gifted
Advanced study of instructional and organizational strategies related to differentiation. Assessment issues & practices in identification of gifted individuals from diverse backgrounds will also be explored. Pre-requisites: EDGE 5001 and EDGE 5002
Prerequisite/Corequisite:
EDGE 5001 with C or greater and EDGE 5002 with C or greater
Hours:
3
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EDGE 6003 - Methods/Assess Teaching Gifted
Advanced study of instructional and organizational strategies related to differentiation. Assessment issues & practices in identification of gifted individuals from diverse backgrounds will also be explored. Pre-requisites: EDGE 6001 and EDGE 6002
Prerequisite/Corequisite:
EDGE 6001 with C or greater and EDGE 6002 with C or greater
Hours:
3
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EDL 7007 - Building Prof Learning Comm
This course is designed to assist candidates in increasing their knowledge and skills in developing professional communities of learners and leaders, in which the teachers and administrators in a school continuously seek and share learning and act on their learning. The goal of their actions is to enhance their effectiveness as professionals for the students’ benefit; thus, this arrangement may also be termed communities of continuous inquiry and improvement. Candidates will explore such questions as: What do professional learning communities look like and how do they function? Why are such learning communities important for both staff and students? How are learning communities introduced and developed in schools as a new organizational arrangement?
Hours:
3
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EDL 7006 - Leading & Evaluating Change
This course is designed to assist candidates in increasing their knowledge and skills in explaining various theories of change and conflict resolution and the appropriate application of those models to specific communities. In addition, candidates will demonstrate the knowledge, skills and dispositions to: (1) develop a vision of learning for a school/district that promotes the success of all students; (2) lead others through the change process; (3) use data-based research strategies and strategic planning processes that focus on student learning to inform the development of a vision, drawing on relevant information sources such as student assessment results, student and family demographic data, and an analysis of community needs.
Hours:
3
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EDL 7002 - Managing Human Resources
This course is designed to assist candidates in increasing their knowledge and skills in organizational development and principles related to human resources management and current technologies that support management functions. In addition, candidates will demonstrate the knowledge, skills and dispositions to (1) develop plans of action that focus on effective organization and management of human resources, giving priority to student learning, curriculum, and instruction; (2) manage time effectively and deploy human resources in ways that promote student achievement; (3) demonstrate the ability to involve staff in conducting operations and setting priorities using appropriate and effective group process skills to build consensus, communicate and resolve conflicts.
Hours:
3
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EDL 7003 - Managing the Organization
This course is designed to assist candidates in increasing their knowledge and skills in organizational development and principles related to fiscal operations, school facilities, material resource management and current technologies that support management functions. In addition, candidates will demonstrate the knowledge, skills and dispositions to (1) use problem-solving skills and knowledge of strategic, long-range, and operational planning including application of technology in the effective and equitable use of fiscal and material resource allocation and alignment that focuses on teaching and learning; (2) manage time effectively and deploy financial and materials resources in ways that promote student achievement; (3) optimize the learning environment by applying data driven decision-making with attention to indicators of equity and efficiency; and (4) manage classified personnel.
Hours:
3
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EDL 7004 - Promoting Student Achievement
This course is designed to assist candidates in increasing their knowledge and skills as educational leaders who have the knowledge and ability to promote the success of all students by promoting a positive school culture, providing an effective instructional program, applying best practice to student learning, and designing comprehensive professional growth plans for staff. In addition, candidates will demonstrate the knowledge, skills and dispositions to assess their schools using the Georgia Assessment of School Performance Standards in these areas.
Hours:
3
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EDL 7001 - School & Community
This course is designed to assist candidates in promoting community involvement among all stakeholders and acquiring the skills to communicate effectively with these audiences. In addition, candidates will demonstrate the knowledge, skills and dispositions to collaborate with families and community members, respond to community interests and needs, and mobilize communicate resources to ensure student achievement and school improvement. In particular, candidates will apply an understanding of community relations models, marketing strategies and processes, data-based decision-making, and communications theory to create frameworks for school, family, business, community, government, and higher education partnerships.
Hours:
3
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EDL 7101 - School Leadership Internship
The theory and practice of leadership and management is in transition. Decentralized organizational systems are replacing bureaucratic hierarchies, collegial leadership is supplanting authoritarian procedures, delegation and empowerment are displacing top down directives, talent pools from the total organization are replacing talent oligarchies, and quality is viewed as a generic process involving customer focus, worker expertise, process, data-based decision-making, and feedback. These developments substantially change role expectations for school leaders, and require of these leaders strong planning, organizational, communication, interpersonal, group process, problem-solving, and change process skills.
Hours:
2
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EDL 7102 - School Leadership Internship
The theory and practice of leadership and management is in transition. Decentralized organizational systems are replacing bureaucratic hierarchies, collegial leadership is supplanting authoritarian procedures, delegation and empowerment are displacing top down directives, talent pools from the total organization are replacing talent oligarchies, and quality is viewed as a generic process involving customer focus, worker expertise, process, data-based decision-making, and feedback. These developments substantially change role expectations for school leaders, and require of these leaders strong planning, organizational, communication, interpersonal, group process, problem-solving, and change process skills.
Hours:
2
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EDL 7103 - School Leadership Internship
The theory and practice of leadership and management is in transition. Decentralized organizational systems are replacing bureaucratic hierarchies, collegial leadership is supplanting authoritarian procedures, delegation and empowerment are displacing top down directives, talent pools from the total organization are replacing talent oligarchies, and quality is viewed as a generic process involving customer focus, worker expertise, process, data-based decision-making, and feedback. These developments substantially change role expectations for school leaders, and require of these leaders strong planning, organizational, communication, interpersonal, group process, problem-solving, and change process skills.
Hours:
2
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EDL 7104 - School Leadership Internship
The theory and practice of leadership and management is in transition. Decentralized organizational systems are replacing bureaucratic hierarchies, collegial leadership is supplanting authoritarian procedures, delegation and empowerment are displacing top down directives, talent pools from the total organization are replacing talent oligarchies, and quality is viewed as a generic process involving customer focus, worker expertise, process, data-based decision-making, and feedback. These developments substantially change role expectations for school leaders, and require of these leaders strong planning, organizational, communication, interpersonal, group process, problem-solving, and change process skills.
Hours:
2
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EDL 7005 - Sizing Up Ext Sch Environments
This course is designed to assist candidates in increasing their knowledge and skills in legal and ethical frameworks within which school leaders must operate to provide both a lawful and a humane school environment. In addition, candidates will demonstrate the knowledge, skills and dispositions to: (1) apply policies, laws, and regulations enacted by local, state and federal authorities that affect schools, especially those that might improve social and educational opportunities (ELCC 6.1); (2) analyze and describe economic, cultural and diversity factors that impact schools; communicate with members of the school community concerning trends and issues and potential changes in the environment; and (3) advocate for programs and policies that promote equitable learning opportunities and success for all students.
Hours:
3
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EDL 7008 - Special Education
This course is designed to assist candidates in increasing their knowledge and skills in the administration of special education services. In addition, candidates will demonstrate the knowledge, skills and dispositions to: (1) consider the ethics of care and justice in dealing with special education programs; (2) become more informed about laws and policies that impact these programs; (3) apply best practices in educating and disciplining students with disabilities; and (4) model for staff the skills to be a Student Support Team Coordinator for staff and parents.
Hours:
3
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EDUC 6101 - Advance Educational/Assessment
The use of assessment data to identify instructional adjustment related to teacher practice as well as student learning will be developed in this course. Teachers will work collaboratively to plan, implement, and evaluate database assessment systems designed to accommodate the learning needs of diverse students. Evaluation measurement theory will integrate the effective utilization of standardized testing data in the construction of learning outcomes and consider various forms of formative and summative assessment that informs instructional practices.
Prerequisite/Corequisite:
TCED with a score of 0 or higher
Hours:
3
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EDUC 7854 - Capstone Exploration of Education as a Human Right
Through the research modules aligned with the above-listed prerequisite courses, students develop their project or research proposal, and where applicable, obtain IRB approval. After completing course three in the sequence, Education, Policy, and Politics, students submit and defend their project or research proposal to the EHR faculty committee. In order to enroll in Capstone Exploration of Education as a Human Right, each student must have his or her proposals approved by the EHR committee.
Hours:
3
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EDUC 6510 - Class Mgnt Work w/Child w/Chal
This course examines behavior management practices within general and special education classrooms. Course participants will explore behavior management strategies for special learners with a range of disabilities and will develop instructional skills to promote student responsibility for appropriate behavior.
Hours:
1
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EDUC 6503 - Classroom Acc & Modifications
This course explores accommodations and modifications for special learners within the Least Restrictive Environment (LRE) and enhances regular and special educators’ understanding of how best to address the individual needs of special learners. Cases and readings focus on the creation of appropriate accommodations and the integration of accommodations into a general education classroom.
Hours:
1 - 3
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EDUC 7560 - Counseling Children
This course will provide the student with an introduction to the field of counseling children, emphasizing the intervention of play therapy.
Hours:
3
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EDUC 6524 - Curric Design & Supervision
This course provides educators and future administrators with knowledge of curriculum design and how curricular initiatives can be implemented and evaluated. Participants will reflect on issues and trends related to curricular alignment and pacing as well as understand the relationship among curriculum, instruction and student understanding.
Hours:
3
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EDUC 5102 - Curriculum & Assessment
This course is an introduction to the principles of classroom assessment. The design and utilization of formal and informal assessment methodologies that support effective instruction will be explored as will the connection between curriculum and assessment. Graduate students will investigate standards and learn how to develop appropriate classroom assessments for individuals and groups. Students will create classroom assessments that are appropriate for the age and type of learner. In addition, interpretation of standardized test results and communication of assessment outcomes to students, administrators, and parents will be addressed.
Prerequisite/Corequisite:
TCED with a score of 0 or higher
Hours:
3
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EDUC 6507 - Design & Add Tech-Enhan Lesson
Technology has the power to revolutionize how we teach and broaden what our students learn. This course explores how technology supports learning and enables teachers to develop, teach, and assess effective technology-enhanced lessons.
Hours:
1
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EDUC 6501 - Diff Inst:Group Stud Targ Need
This course provides an overview of differentiating instruction for all students in order to target individual needs.
Hours:
1
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EDUC 6506 - Diff Instr Add Cult, Learn Sty
Our cultures, learning styles, and various intelligences affect the ways we teach and learn. In this course, participants will first gain an understanding of the ways these factors influence their instructional decisions. Next, working from their own preferences, course participants will broaden their instructional approaches to provide opportunities for learning that match students’ differing needs.
Hours:
1
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EDUC 6525 - Diff Instruction for Gftd Lrnr
Course participants will examine rationales for differentiating instruction to meet the needs of gifted learners, including those from diverse backgrounds. They will investigate and apply strategies for differentiating the content, process, products and learning environment in response to varying learner readiness, interests and learning profiles. In addition the instructional and leadership skills needed to support and encourage differentiation in today’s schools will be explored. Using the cases as a launching point, teachers will be given the opportunity to participate in online collaboration regarding beliefs, best practices, challenges, current research and ways to apply this information to their own teaching practice.
Hours:
3
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EDUC 6103 - Diversity & Differentiated Ins
Teachers in this course will explore the learning characteristics and needs of diverse student populations. Teachers will examine the social, cultural, and educational factors influencing the provision of successful learning opportunities for diverse students. The course will require that teachers demonstrate the ability to plan, implement, and effectively evaluate differentiated instruction, as well as provide support for a variety of instructional needs.
Prerequisite/Corequisite:
TCED with a score of 0 or higher
Hours:
3
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EDUC 6200 - Economics Educ for Teachers
This course is designed to fulfill Georgia Law requiring the teaching of Economics in public schools. Specifically, this course explores how and why economics strengthens the social studies curriculum in multiple grade levels. While strengthening basic economics knowledge, this course demonstrates the useful integration of economics into teaching such subjects as history, geography, government, environmental issues, and personal decision making.
Hours:
3
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EDUC 6003 - Educ Decision Making 21st Cent
A course which focuses on decision making models in education. Current theories in decision making models will be examined as they apply to education practice.
Hours:
3
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EDUC 5002 - Educ Psy & Human Development
This course is designed to prepare post baccalaureate teacher education students for the specific materials and curriculum experiences to follow. Emphasis is placed on the nature of the learner, human development as is relates to the learner, motivation, memory and learning theory. Pre-requisite: Admission to post baccalaureate Teacher Education program
Hours:
3
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EDUC 6526 - Educ that is Multicultural
Education That Is Multicultural focuses on fine-tuning teaching strategies in order to meet the needs of diverse learners. Closely related to Multicultural Studies, ETM, as adopted by the Maryland State Department of Education, provides a structured approach for understanding contemporary education issues, addressing curriculum and education materials with an eye on diversity and developing teaching and assessment strategies targeting the achievement gap and diverse student needs.
Hours:
3
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EDUC 7852 - Education as a Human Right
Far too much of the world population’s access to the fundamental needs of emotional and physical nourishment, safety, and education is hindered or fully denied. Especially draconian are the influences of language, poverty, movement of people, sex and gender, religion, and race, culture and ethnicity as barriers to a learner’s fundamental human right to education. This course will explore the theoretical and research bases of these influences as they affect access to education. Pre-requisites: Graduate student status; EDUC 7851 is a pre-requisite or co-requisite
Hours:
3
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EDUC 7853 - Education, Policy, and Politics
Organized formal education is controlled by policy and politics that affect access to education. This course will focus on how national and international governmental policy and politics address language, poverty, movement of people, sexual orientation, and gender, religion, and race, culture, and ethnicity as they affect educational access. The levers to impact policy and practice, which are available to stakeholders and organizations, will be explored. Students will be connected with one or more organizations for a requisite amount of time. The placement(s) will serve as an opportunity to examine critically the application of the theories, research, and ideas explored in courses 3 and 4.
Hours:
3
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EDUC 6001 - Educational Research
Research concepts and skills are taught through the interpretation and application of reported research. Emphasis will be placed on action research in schools and developing a proposal for a research project within a school setting.
Hours:
3
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EDUC 6041 - Educational Technology
This course explores the implications of learning theory upon the development and use of instructional materials. Extensive laboratory work will be included.
Hours:
3
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EDUC 5047 - Effective Tch Strategies Lab
This graduate level field lab is designed to provide preservice teachers with a hands on approach to the three roles and twelve competencies within the metacognitive model of the teacher education program. Students will be required to participate in classroom based activities which are designed to focus on their roles as decision- maker, facilitator and leader and which will serve to prepare them to assume the responsibilities inherent in the internship. Co-requisite: EDUC 6046
Hours:
2
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EDUC 6201 - Effective Teachers
This course examines the concepts, principles, theories, and research that supports the tenets of the middle school philosophy as well as current trends in middle level education. A primary focus of this course will be the unique nature and development of the middle level learner. Candidates in this course will analyze their own practice, investigate the impact of media on young adolescent developmental issues, and generate research based professional resources.
Hours:
3
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EDUC 6046 - Effective Teaching Strategies
This course is designed to instruct students in methods of enhancing the public school curriculum. Students will study the forces at work in the community and learn how to use the community to benefit the school curriculum in such diverse areas as language arts, social studies, and the arts and sciences.
Hours:
3
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EDUC 6516 - Elementary Math Models
This course is designed to support both new and experienced elementary math educators in refining and focusing their instructional skills. Close examination of National Council of Teachers of Mathematics standards along with state and local requirements will serve as a springboard for designing and implementing developmentally appropriate math lessons using manipulatives, technology, problem solving strategies, and ongoing assessment to improve student learning.
Hours:
1 - 3
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EDUC 6203 - Enhncing Instrctn-Emerging Lit
This course emphasizes the integration of evolving, technological forms of communication within content instruction. Teachers will develop strategies that allow students to explore and communicate knowledge using a variety of developmentally appropriate formats. In addition, participants in this class will engage in professional development activities designed to improve instruction in their classroom and their school community.
Hours:
3
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EDUC 6528 - ESOL Instructional Strategies
This course provides educators with the knowledge and skills to evaluate, develop and implement appropriate curricula that support the language development of English Language Learners (ELLs). It includes a general overview of curriculum design, the basics of second language curricular needs and how to adapt instructional strategies for grade level content curriculum for ELLs. Different types of research-based instructional delivery models will be explored and teachers will gain proficiency in differentiating instruction based on language acquisition phase to ensure linguistic and academic success.
Hours:
3
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