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Fall 2016 - Summer 2017 Graduate Catalog [Archived Catalog]
Courses
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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 7300 - Advanced Clinical Mental Health Counseling
This course is a survey of career development theories and counseling with an emphasis on multi-cultural diversity issues affecting career counseling, research relevant to career counseling, and ethical and legal issues.
Hours:
3
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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 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 7540 - Consultation and Mediation
This course covers the historical, ethical/legal, and professional/organizational issues related to consultation as a form of professional practice.
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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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 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 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 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 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 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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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 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 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 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 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 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 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 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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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 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 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 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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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 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 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 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 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 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 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 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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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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EDD 7100 - Research Design and Evaluation
The main objective of this course is to begin preparing doctoral students to conduct their dissertation research and build foundational knowledge and skills that they may utilize as practitioners in their respective fields. The course will prepare them for subsequent courses in qualitative and quantitative methodology. In the present course students will learn how to read and evaluate empirical research studies. They will learn about the principles of research design and how to create testable hypotheses. They will be introduced to quantitative and qualitative methods, as well as instruments for collecting data for those methods and how to analyze and interpret that data. During the course students should begin to formulate a research focus that they will concentrate on during their time in the doctoral program, ultimately culminating in an empirical study that will serve as their dissertation research.
Hours:
3
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EDD 7101 - Qualitative Research Methods
This course addresses the complexities, flexibility, and controversies of qualitative research. Employed in the social sciences and some natural sciences to conduct research, the qualitative approaches of interviewing, survey design, and observations will be analyzed. In addition conceptual issues of epistemology and phenomenology will also be connected to the understanding and application of qualitative research. Digital tools for conducting qualitative research will be surveyed. Further, students will investigate ethical issues that are inherent in qualitative research (i.e. Institutional Review Board) and apply some approaches for managing, analyzing, and interpreting gathered qualitative data. Students in the qualitative research course will develop the methodology section of their thesis proposal, with attention to identifying the proposed qualitative instruments and strategies for analyzing gathered data.
Hours:
3
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EDD 7102 - Quantitative Research Methods
The course will enhance the students understanding of how to analyze and report research data. By the end of the course, students should understand why a researcher has approached a particular research question as she/he has. Moreover, given a typical set of research data, students should be able to explain the proper method of analyzing these data. Additionally, students will be able to interpret the meaning of graphical depictions of data (e.g. bar graphs, frequency distributions, line graphs, scatterplots, and so on), and students will gain a basic understanding of commonly reported statistics. The laboratory component of the course will enable students to use statistical software to analyze hypothetical data sets and to report results in an accepted format.
Hours:
3
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EDD 7103 - Trends and Issues in Higher Education Policy and Research
This is an introductory doctoral course in which students will be introduced to a broad range of topics related to emerging trends and issues in higher education policy analysis, research, and assessment. Topics will also be situated in the appropriate theoretical, conceptual, and historical contexts. Please note that this is not a research methods course, and therefore, no advanced knowledge of quantitative and/or qualitative methods is assumed. However, we will be discussing how to read research reports as well as articles in the popular media with a critical eye. We will also examine the public policymaking process with respect to institutions of higher education, both at the state and federal levels, as well as the process and structures that facilitate internal policymaking and governance within colleges and universities. Finally, students will be introduced to the influences, culture, and study of higher education.
Hours:
3
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EDD 7104 - Organizational Psychology in Higher Education Administration: Understanding and Transforming Human Systems
The course is designed to provide a broad, but rigorous, graduate level overview on organizational psychology. The goal of this course is to involve students in an intensive, thorough survey of the major theories and research areas in organizational psychology. Each week, we will cover an area in depth, explicate some major theories, reviews of select readings and cases, and discuss some of the critical issues that have been raised with regard to organizational theory and practice.
Hours:
3
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EDD 7105 - Ethics and Law in Higher Education Administration
The purpose of this course is to introduce students to laws and legal issues that impact higher education. By the end of the course, students should have a general framiliarity of higher education law and be able to recognize when a legal issue presents itself in situations involving students, faculty or administration.
Hours:
3
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EDD 7106 - Social Justice Issues and Policies in Higher Education
This course examines major efforts to use law to eradicate discrimination and to ensure high-quality education for all. Drawing on multidisciplinary perspectives of law, policy, research, and educational practice, the course focuses on racial segregation and concentrated poverty; the standards movement; the right to an adequate education; sex and gender discrimination; harassment; services for English-language learners; special education; and affirmative action.
Hours:
3
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EDD 7107 - Leadership Theory and Research
This introductory course on leadership and research theory will help students recognize and enhance their leadership potential for current and future involvement at institutions and in the community. Students will examine definitions and theories of leadership, leadership styles from an interdisciplinary perspective, leadership in organizations, and contemporary leadership issues. The course will cover an in-depth examination of core theories, skills, and issues associated with effective leadership in both higher education institutions and other institutions, such as healthcare organizations. Students will be asked to consider research on new and emergent theories and practices applicable to strategic leadership in complex organizations, and through a series of individual and collaborative activities, participants will begin to understand and appreciate the challenges faced by modern institutional and organizational leaders.
Hours:
3
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EDD 7108 - Comparative and International/Global Issues in Higher Education
This course will explore the impact of international issues and globalization on educational policy and practice. It will not be limited to region, but may be inclusive of any region or combination of regions – particularly those with strategic interest. This course will explore issues related to education, finance, public policy, research and culture within the construct of their impact on Higher Education. Given that we are living in an era where worldwide communication can be instantaneous, economics are interconnected in ways not previously experienced or anticipated, and technological innovation has resulted in educational opportunities and platforms that have were not previously available, the importance of globalization and cross-cultural awareness is increasingly important in education. Because of the cross-cultural nature of these issues, this course will also cover cultural diversity, race/ethnicity, gender, and equality/equity/access to education within a social justice framework.
Hours:
3
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EDD 7200 - Finance, Business Management, and Facilities
This course addresses the finance of higher education for those assuming positions in higher education. Students will be prepared to systematically analyze policies, practices and problems in the finance of higher education in both broad and specific contexts, including the internal and external factors affecting policy and outcomes. The course will address the historical roots of post-secondary finance, current and innovative approaches to budget and finance. Students will examine cost-effectiveness analysis and financial ratio analysis in the context of higher education. Issues related to transparency in policy and process will also be addressed.
Hours:
3
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EDD 7201 - Personnel Administration Theory and Practice in Public Institutions
This course addresses the effective management of human resources in dynamic legal, social, and economic environment environments in higher education. The development and implementation of human resource strategies; job analyses; methods of recruitment and selection; techniques for training and development; performance appraisal; and compensation and benefits systems are all examined. The legal rights and responsibilities of employers and employees with a higher education framework will also be studied.
Hours:
3
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EDD 7202 - Leadership and Administration in Student Affairs
This course how student affairs systems and functions can be effectively managed, coordinated, and integrated as part of the broad educational purposes of the institution. It also examines institutional strategies for organizing, staffing, and funding the extensive array of programs, services, and facilities designed to support the learning and development of students across a broad array of contexts. This course addresses the essential work of student affairs and its administration, examining the work through historic, ethical, legal, and best practice perspectives. The role of research, assessment and evaluation in student affairs will be examined. Best practices in student affairs, and emerging theories and practices will also be addressed.
Hours:
3
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EDD 7203 - Strategic Planning and Management in Higher Education
This course provides an overview of curricular development and academic programs in higher education in the contexts of both undergraduate and graduate education. Topics include historical and philosophical perspectives; internal and external influences; general education and liberal education; curricular changes and trends; and contemporary issues, innovations, and challenges. Attention to the influence of technology and effect on program development and support will also be addressed.
Hours:
3
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EDD 7204 - Program Development and Assessment
This will provide an overview of curricular development and academic programs in higher education with a specific focus on undergraduate education. Topics include historical and philosophical perspectives; internal and external influences; general education and liberal education; curricular changes and trends; and contemporary issues, innovations, and challenges in a variety of contexts in higher education. The increasing role of offices of institutional effectiveness, institutional and program accreditation issues and practices, faculty development and engagement and political influences will be addressed in the context of research on effective practice.
Hours:
3
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EDD 7205 - Organizational Theory and Practice in Higher Education
This course will address the theories and models of organizations and relevant to colleges and universities with attention to decision-making, leadership, change and internal and external factors that affect them. Students will examine research in best practice and analyze a number of existing institutional frameworks from different organizational perspectives including bureaucratic, collegial, political, anarchic, cybernetic, human relations and symbolic frameworks.
Hours:
3
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EDD 7300 - Ethics in Practice and Leadership
This course prepares the healthcare professional to guide patients, families, communities, and organizations through the complex maze of legal and ethical dilemmas. Through the philosophical study of morality as applied to biomedical ethics in current health care dilemmas, culturally sensitive and appropriate solutions will be derived. This course will a) provide a foundation in traditional ethics, bioethics, neuroethics, and eugenics and b) instruct students in how to apply ethics to contemporary issues in healthcare.
Hours:
3
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EDD 7301 - Health Informatics
This course introduces students to an introduction to multiple aspects of the information technology and systems used in healthcare settings. Throughout the course, students will investigate the different facets of health care data and information systems. The transformation of data into information and information into knowledge will be emphasized.
Hours:
3
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EDD 7302 - Theoretical Perspectives of Teaching and Learning
This course explores the theoretical underpinnings that provide the foundation for teaching and learning. A broad base of theoretical perspectives in developmental psychology and education as applied to the needs of learners are covered. A variety of strategies to meet the teaching needs of diverse learners in diverse learning environments are explored and evaluated. Professional standards to inform the practice of instructional designers and strategies to assess learning experiences from the standpoint of learner and instructor are investigated.
Hours:
3
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EDD 7303 - Outcomes Management Strategies for Improved Health Care
This course provides the foundation to conduct comprehensive outcomes management initiatives to improve health care. Theoretical models, analytic methods, and evaluation strategies will be explored and critiqued as they relate to outcomes management. Connections between nursing sensitive outcomes, outcomes management strategies and patient population characteristics in health care systems will be emphasized.
Hours:
3
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EDD 7304 - Healthcare Policy, Economics & Finance Development
This course explores the relationship of macro and micro economics to health care financing and policy development from regional, state, and global perspectives. Quantitative decision making models are examined, compared and contrasted with intangible aspects of decision making and policy development. Emphasis is given to financial management skills including project analysis, budgeting, variance reporting, revenue estimation, and financial risk management. Ethical inquiry addresses access to health care and utilization and dispersion of scarce resources.
Hours:
3
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EDD 7305 - Health of the Population
Exposes students to the current state of health and healthcare in the US and abroad with a focus on the disparities in healthcare that are present in underserved minority and rural populations. Students will become familiar with national trends regarding health improvement and will explore the etiologies, statistics, and implications of such trends. Students will build upon service-learning and volunteerism in this elective and participate in a service that targets underserved populations.
Hours:
3
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EDD 7400 - Community College and American Education
In this foundational course, students will learn about the history and development of the community college in the United States, including evolving goals, contributions, challenges, student populations, and the faculty and leaders who work in these institutions across the nation. Students will study policies and politics as related to community college development, particular in regard to equitable educational opportunity. In addition, students will study the design and development of community college programming and curricula.
Hours:
3
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EDD 7401 - The Adult Learner
In this course, students will gain an in-depth understanding of the characteristics of the adult learner in higher education (in contrast with young learners) and learning theories as they apply to this population and in the regard to varying social contexts. Students will be able to apply these characteristics and theories to teaching techniques to engage adult learners. Topics include ages & stages in adult development, characteristics of adult learners, adult learning/teaching styles, establishing instructor/learning relationships, overcoming barriers to learning, increasing adult motivation to learn, building problem solving & critical thinking skills, promoting self-learning in adults, enhancing knowledge through experiential learning, and dealing with diversity in the adult classroom.
Hours:
3
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EDD 7402 - Organization and Administration of the Community College
Students will engage in an examination of leadership and management concepts and practices in community college education, specifically the organization and management of community colleges required for the 21st century and current trends in administration. Readings will provide a framework for understanding community college organization, functional issues, and implementation strategies for programming and management. The course will provide students opportunities to enhance and develop personal perspectives/managerial philosophies relating to governance and decision making at the level of the community college and will require students to study models for managing change and ensuring quality.
Hours:
3
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EDD 7403 - Community College Budgeting, Finance, and Management
Students will learn about budgeting, finance, and overall management of the community college, particularly in regard to increasing student persistence and success in a climate of diminishing support for higher education. The course will provide an examination of institutional effectiveness and accountability at the level of the community college, with an emphasis on policies impacting finances and institutional resilience through external sources of revenue.
Hours:
3
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EDD 7404 - Institutional Assessment in the Community College Environment
An exploration of the criteria, indicators and processes by which institutions define and evaluate their effectiveness and use data to improve the quality of programs and services. Special emphasis is placed on the assessment of student learning outcomes, measuring student success (e.g., progress through developmental courses, persistence, transfer and graduation), program evaluations, and the role of regional accreditation. Ways in which community college leaders can engage in a broad array of organizational and administrative activities to build cultures of evidence are also examined.
Hours:
3
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EDD 7405 - Community College Advocacy, Advancement, and Entrepreneurism
An exploration of the process by which community college leaders advocate for their students and organization in the face of the challenges and opportunities in higher education today and the skills needed for successful advocacy. Topics include the use of argumentation, data, and presentation skills to develop and effectively present cases for support at the local, state, and federal levels. Discussion also covers the world of community college fund-raising and the potential of entrepreneurial ventures to help close the funding gap. Focus is on developing the skills to advocate and find support for equity and student success.
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.
Prerequisite/Corequisite:
Prerequisites: EDGE 5001 and EDGE 5002
Hours:
3
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EDGE 6001 - Characteristics 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 - Curriculum and Program Development 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).
Prerequisite/Corequisite:
Prerequisite: EDGE 6001 with C or greater
Hours:
3
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EDGE 6003 - Methods and Strategies for Teaching the 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.
Prerequisite/Corequisite:
Prerequisites: EDGE 6001 and EDGE 6002 with grades of C or higher
Hours:
3
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EDGE 6004 - Assessment of the Gifted
Advanced study and application of assessment methods designed to prepare teachers for both classroom practices in assessment and identification/eligibility processes within Gifted Education. Students of this course will study a wide variety of quantitative and qualitative assessment measures used to evaluate student performance and place students in Georgia gifted programs.
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 (ELCC 1.5 3.2). 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 (ELCC 4.1, 4.2, 4.3). 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 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 (ELCC 3.1). 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 (ELCC 3.1, 3.2, 3.3).
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 (ELCC 3.1). 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 (ELCC 3.1, 3.2, 3.3).
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 (ELCC 2.1, 2.2, 2.3, 2.4). 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 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 (ELCC 3.2, 5.1, 6.1). 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 (ELCC 6.1, 6.2, 6.3).
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 (ELCC 6.1, 6.3). 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 (ELCC 1.2, 1.4).
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? (ELCC 1.1, 1.3, 1.5, 2.1, 2.2, 2.3, 2.4)
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 (ELLC 5); (2) become more informed about laws and policies that impact these programs (ELLC 3.6); (3) apply best practices in educating and disciplining students with disabilities (ELLC 2); and (4) model for staff the skills to be a Student Support Team Coordinator for staff and parents.
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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EDUC 5001 - Schools & Their Students
An initial study of current issues in the field of education, including preparation for understanding historical issues, legal and ethical consideration in teaching, curriculum concerns and topics specific to education in Georgia.
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 5003 - Inclusion and Assessment
This graduate level course is intended as an introduction to both those students with disabilities who are typically found in inclusion classes as well as the principles of sound classroom assessment. It is designed to develop understanding of the needs of diverse populations and show how these needs and principles apply to classroom decision making. Students will learn how to develop classroom assessments that are appropriate for the age and type of student and that match the objectives of instruction. Pre-requisite: Admission to post baccalaureate Teacher Education program
Hours:
4
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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 5101 - Strategies For Effect Teaching
This course is designed to address effective instructional and management methodologies for students from diverse backgrounds in public school classrooms. Graduate students will research instructional practices, implications of disabilities and cultural background, the legal rights and responsibilities of teachers, students, and their families, collaborative models of teaching, and effective communication skills.
Prerequisite/Corequisite:
TCED with a score of 0 or higher
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 5103 - Instructional & Behavioral Mgt
This course is designed to provide future teachers with the knowledge and skills required for designing and implementing systems that support student achievement and cognitive, social, and emotional development in diverse settings. Emphasis will be placed on establishing effective habits of a professional teacher, positive teacher-student and teacher-parent relationships, creating positive classroom communities, and prevention and intervention with misconduct.
Prerequisite/Corequisite:
TCED with a score of 0 or higher
Hours:
3
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EDUC 5104 - Teaching Diverse Learners
This course is an introduction to the social, cultural, economic, gender, legal, exceptionalities, and other factors influencing the provision of successful learning opportunities for diverse students. Graduate students will examine both current trends and historical foundations regarding these factors, especially as they impact the selection and implementation of curricula. Students will also integrate curricular, assessment, and management skills as they support learning for diverse populations.
Prerequisite/Corequisite:
TCED with a score of 0 or higher
Hours:
3
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EDUC 5105 - MAT Practicum/Internship
Basic techniques in the effective guidance of learners in P-12 grades & in various instructional materials adapted for use at these levels are studied. Directed observation and internship in the schools is requited for about seven weeks from each school’s opening time until noon. Pre-requisite: Admission to Teacher Education Program
Prerequisite/Corequisite:
TCED with a score of 0 or higher
Hours:
6
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EDUC 5106 - MAT Internship
This course is designed to provide future teachers with the knowledge and skills required for designing and implementing systems that support student achievement, cognitive, social and emotional development in diverse settings. Emphasis will be placed on establishing the effective habits of a professional teacher, teacher student relationships and teacher-parent relationships, creating positive classroom communities and prevention and intervention with misconduct.
Hours:
3
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EDUC 5107 - MAT International Internship
This course is designed to provide future teachers with the knowledge and skills required for designing and implementing systems that support student achievement, cognitive, social and emotional development in diverse settings internationally. Emphasis will be placed on establishing the effective habits of a professional teacher, teacher student relationships and teacher-parent relationships, creating positive classroom communities and prevention and intervention with misconduct. Students will have the opportunity to observe study and compare educational systems internationally.
Hours:
3
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EDUC 6000 - Special Problems in Education
This course can serve as an elective for graduate students in all majors. The content must be faculty approved . Pre-requisite: Admission to Graduate Studies
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 6002 - Leadership Effective Schools
This graduate course is designed to enhance the existing skills for those who serve as P-12 school practitioners. Students will develop an awareness of boarder issues related to classroom teaching in order to effect positive change at the school and district level. Ethical and legal issues in education will be examined. Emphasis will be placed on the conceptual model of teachers as leaders, facilitators, and decision makers in the classroom and beyond.
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 6004 - Per/Interagency Strat Success
This course attempts to foster collaborative skills among teachers, and between teacher and student, community, parents and support professionals. Application to the graduate students work-site will be emphasized.
Hours:
3
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EDUC 6005 - Prob in Educational Psychology
This course can serve as an elective for graduate students in all majors. The content will vary according to the needs of students, availability of qualified personnel, and the relevancy of the topic.
Hours:
1 - 3
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EDUC 6012 - Values in Education
Teachers and the curriculum explicitly and implicitly communicate values to students. This course explores the area of values in education and considers how schools and teachers develop values in young people, not as a separate activity within schools but as an aspect of education. Individuals will be introduced to philosophical, historical and comparative perspectives of values and ethics in education as they relate to the expectations of education and education of the whole child. Through case studies and readings, the course will examine practical issues surrounding values in education.
Hours:
3
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EDUC 6023 - Social Studies for Teachers
This integrated social studies course is designed for teachers. Topics considered include responsibilities of family membership, occupations, business and industry, taxation, local government functions, ways of communications and cultures other than that of the USA.
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 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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