CORE CURRICULUM COURSES (21 CREDITS REQUIRED)

EDU 703 Teaching Models and Instructional Strategies (3 credits)

A pedagogy course designed to explore various models of teaching. The nature of the teaching profession, special characteristics of learners, instruction, management, and evaluation are addressed in relation to current research.


EDU 712 Curriculum Theory, Design and Assessment (3 credits)

An introductory course in curriculum theory and development that reviews the theoretical and practical basis for curriculum design, implementation, and evaluation.  Emphasis is placed on design and assessment of an effective curriculum. Understanding by Design serves as an exemplar for developing curricular design and assessment based upon learning outcomes.


EDU 716 Global Trends in Education (3 credits)

A course designed to explore the political, economic, educational, and social issues in society that are affecting schools in America and around the world.  Current issues are studied in light of their historical context. An overview of the history of American education serves to acquaint the students with the dynamics of “trends.”


EDU 717 Theoretical and Philosophical Foundations (3 credits)

A course that surveys major theoretical and philosophical frameworks for teaching and learning. Theories are considered in historical perspective and interpreted within a philosophical framework that focuses on the nature of knowledge, learning, and humanity. The course is designed to help the student develop a personal philosophy of education informed by learning theory through analyzing and systematizing presuppositions and beliefs related to education, the pupil, the teacher, the curriculum, and the teaching/learning process.


EDU 713 Educational Research (3 credits)

A course that includes the study and application of methods used to design, execute, report, and evaluate educational research using current technology. This course is an integral part of the writing and research process for the Instructional Design Project (EDU 791) and Action Research Project (EDL 791). Second semester.


EDU 791 Instructional Design Project (3 credits)

A course that prepares students to complete the instructional design project by presenting the process of instructional design and facilitating all stages of project design, development, implementation, and evaluation.  Students write chapters 1-5 of their culminating project and prepare the instructional and participant materials for three hours of presentation.

BIBLE/THEOLOGY COURSES (6 CREDITS REQUIRED)

THE 601 Overview of Christian Theology (3 credits)

An introduction to the major doctrines of the Bible.


BIB 621 Biblical Integration for Educators (3 credits)

A course designed to develop the ability of educators to integrate the Bible into their teaching and their own lives. Either semester.

ELECTIVE COURSES (12 CREDITS REQUIRED – Select any 4)

Education Elective: EDU 732 – Integrating Children’s Literature PK-12  (3 credits)

A course that presents a broad introduction to children’s literature – its historical development; major genres; current trends; and its vital role in a child’s emotional, moral, and intellectual development.  Various literary genres are evaluated and discussed. Attention is focused on integrating children’s literature across the curriculum.


Education Elective: EDU 745 Technology Trends in 21st Century Classroom (3 credits)

A course designed to explore how educational technology promotes twenty-first century learning skills in children growing up in the digital world. Students look at how modern learners interact with the world and others using technology, and how technology can be used to deepen learning. Also, students study philosophical and ethical issues related to technology use in the classroom. Emphasis is placed on looking at the relative advantage of using specific technology tools in the classroom, as well as strategically planning effective technology integration. Summer session.


Education Elective: EDU 656 Reading and Writing Across the Curriculum (3 credits)

A course designed to prepare prospective secondary education teachers and PK-12 teachers to develop students’ reading, writing, and processing skills across the content areas. Special attention is given to developing reading and writing proficiency for diverse learners and struggling readers. Students write and teach lessons, create activities, and develop resource files related to their particular content area. Second semester.


Education Elective: EDU 746 Emerging Technology in Education (3 credits)

A course designed to explore and analyze technological tools used in schools and their appropriateness for the twenty-first century classroom. Productivity, communication, classroom management, and audio-visual tools will be explored, as well as emergent technologies outlined in the current Horizon report. Throughout this course, students will receive the necessary coursework and training to take the Google Educator Certification Level 1 examination.


Education Elective: EDU 747 Technology Integration (3 credits)

A course designed to equip educators in utilizing technology to plan, design, and model effective lessons across all curriculum and grade levels. Students will research what effective technology integration looks like, and then learn how to apply various technological tools to their lessons and in their current methodology to enhance and transform student learning experiences. Learning outcomes will be analyzed in light of current real-world trends and expectations of twenty-first century learners. Throughout this course, students will receive the necessary coursework and training to take the Google Educator Certification Level 2 examination.


Special Education Elective: SPE 661 Foundations of Special Education  (3 credits)

A course designed to introduce the regular classroom teacher to the philosophical, historical, legal, and ethical foundations of special education. Students engage in a study of the categories of disabilities, educational adaptations, and family and life span issues. Includes a field experience practicum in a more restrictive setting to observe and develop competency in working with exceptionalities. Both semesters.


Elective: EDL 741 – Principalship PK-12 (3 credits)

A course designed to examine the theory, practice, and dimensions of educational leadership. Students examine administrative practices, complete a thorough investigation and reflective analysis of their own leadership qualities, and demonstrate the ability to solve organizational issues based on best practices. Current leadership theories are evaluated in light of Christian principles. First Semester.


Elective: EDL 742 – Data Management and Technology Integration for School Leaders PK-12 (3 credits)

A course designed to provide educational leaders with essential technological skills needed to promote the management and organization of resources for a safe, efficient, and effective learning environment. Students learn how to efficiently analyze and integrate educational data through technological methodology and build organizational capacity through professional development linked to school improvement. Second semester.


Elective: EDL 743 – Financial and Business Management (3 credits)

A course designed to investigate school-based and centralized decision making related to personnel, facility utilization, and budgeting. Revenue at both the state and local levels is examined to determine how to plan for and assess procedures to acquire and allocate funds. Second semester.


Elective: EDL 744 – School Law (3 credits)

A course that addresses the legal trends and implications of court decisions and federal and state laws that affect the educational programs and policies in PK-12 schools. Actual case studies and law implementations are explored. Summer session.


Elective: EDL 745 – Organizational Theory and Team Building (3 credits)

A course designed to examine current organizational theory that should inform the practice of building a community of learners within a PK-12 school.  Issues addressed include human relationships; team building; group dynamics; and establishing vision, mission, and goals. Students examine the culture and climate of the school from interior and exterior factors and analyze the role of parents, community leaders, business leaders, and the board.  Case study method is used to probe a school community and develop a plan of action. First semester.


Elective: EDL 761 – Governance and Leadership (3 credits)

A course addressing the multiple components of the Christian School Leadership Framework, including interacting with a school board and developing competencies in spiritual, relational, and strategic leadership. Summer session.


Elective: EDL 762 – Change Leadership and School Culture (3 credits)

A course that explores the roles and responsibilities of Christian school leaders as change leaders, including an assessment of individual leadership styles. The course also investigates the power and influence of organizational culture in faith-based schools. Summer session.


Elective: TSL 611 – Foundations of Teaching English Learners (3 credits)

A foundational course designed to prepare mainstream classroom teachers to work with English Learners. Students gain an understanding of the linguistic, social, cultural, and academic needs of ELs, as well as research-based strategies to adapt instruction and assessment to meet those needs. Two hours of field-based observation in a K-12 pull-out classroom are required. Both semesters.


Elective: TSL 641 – Linguistics and Language Learning (3 credits)

A course which provides a foundation in the analysis of language and the language learning process. The first part of the course addresses topics of phonology, morphology, syntax, and semantics, focusing in particular on the features of English in relation to other languages and subsequent implications for classroom instruction. The second part examines the linguistic, cognitive, social, and affective factors involved in second language acquisition and development. Ten hours of fieldwork are required. First semester.


Elective: TSL 643 – Advanced TESOL Methods and Assessment (3 credits)

A course that examines the critical link between instruction and assessment in improving support for English Learners. Emphasis is given to methods and techniques used to teach reading, writing, listening, and speaking across proficiency levels to promote growth in both literacy and oral language development. Both large-scale and classroom-based assessments are addressed as students gain understanding of issues surrounding language testing and practice developing authentic assessments. Ten hours of fieldwork are required. Second semester.


Elective: TSL 642 – English Grammar and Pronunciation (3 credits)

A course that provides an in-depth examination of the form, meaning, and function of English grammatical structures, as well as an overview of the English sound system. Emphasis is on analyzing features of English in comparison with other languages and on developing the language awareness and teaching techniques necessary for effective contextualized teaching of English grammar and pronunciation within a communicative framework. First semester.


Elective: TSL 644 – Language, Culture, and Community (3 credits)

A course that examines issues pertaining to multilingual/multicultural schools and communities. Students gain an understanding of topics in sociolinguistics and multiculturism pertinent to English Learners, as well as past and present ways that US schools have addressed linguistic diversity. Emphasis is on using this knowledge to strengthen students’ professionalism in their future role as English Program Specialists in meeting the needs of ELs and their families, strengthening home/school connections, serving as a resource to colleagues and the larger school community, and advocating on behalf of ELs and their families. Ten hours of fieldwork are required. Current clearances required. Second semester.

 

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