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2022-2023 Catalogue [ARCHIVED CATALOG]
Course Descriptions
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Numbering of Courses
A hyphenated course (e.g. 101-102) is one that continues throughout the year, the second semester of which has as a prerequisite the first semester. A non-hyphenated course (e.g. 101, 102) is one that continues throughout the year, the second semester of which does not have as a prerequisite the first semester.
Generally, first semester courses are represented by odd numbers; second semester by even numbers.
Offering of Courses
Belhaven University reserves the right to cancel any course for which there is an enrollment of fewer than five students.
Credit hours are indicated in parentheses following course titles.
Please contact the campus of your choice for the available degree programs.
Note: Below are listings of all courses offered in the adult studies programs at Belhaven University; however, not all of these courses are offered at each campus.
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Education Students enrolled in ESL may receive up to 12 hours of foreign language credits for their total degree requirements. Permission to do so is granted through the Department of Foreign Languages and the English Department.
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EDU 622 - Teaching Reading & Math Skills (3)
GR
This course is a close look at the Mississippi College and Career Standards for mathematics and ELA. Today’s teacher must incorporate into their teaching the higher demands for rigor, relevance and applicability as reflected in CCRS. Before this incorporation is possible, teachers need to deeply analyze and comprehend the new standards and their implications for instruction, assessment, and student progress. This course is designed to ensure that the practicing teacher employs cutting-edge assessment principles and practices in maximizing student achievement. Audits Not Allowed
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EDU 623 - Technology in Education (3)
GR
This course is a study in the integration of the use of the computer in the classroom through an investigation of different tools currently available for educators. An opportunity to develop materials for use in the classroom will be provided. Audits Not Allowed
Type of PRE-REQ EDU 600 Previous or Concurrent Enrollment Required
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EDU 624 - Issues & Innovations in Education (3)
GR
A study of current research into critical issues in the elementary school curriculum, organization, and innovations that affect achievement potential. Audits Not Allowed
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EDU 625 - Instructional Leadership Skills (3)
GR
This Capstone Course is required to be taken by all Master Degree Candidates: MAT, M.Ed. (3 areas of emphasis), and M.Ed.R/L. The development of skills and attributes necessary to establish and maintain a positive learning environment that maximizes student achievement. Teaching strategies and models of behavioral management and instruction are emphasized. Candidates will also complete the required Comprehensive Paper: Educator as Servant Leader: Living and Modeling a Christian Worldview as a Reflective Practitioner Audits Not Allowed
Type of PRE-REQ 27+ hours of Graduate Education courses Previous or Concurrent Enrollment Required
PRE-REQ REQ or RECOMMENDED: Petition required from Department Chair
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EDU 628 - Adv Instructional Strategies (3)
GR
This course is an advanced study of the characteristics of effective teaching in the elementary and secondary school context. In this course you will explore the integration of technology into the teaching of students in face-to-face and virtual settings. Multiple online teaching tools are presented, explored, and applied to the creating of a blended-learning unit plan. Audits Not Allowed
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EDU 630 - Engaging Student Learners (3)
GR
A study of methods for identifying learning problems and planning remedial instruction appropriate for students in all subject areas, with a qualitative and quantitative analysis of instructional methods teachers use to effectively engage students in the learning process. Audits Not Allowed
Type of PRE-REQ EDU 600 Previous or Concurrent Enrollment Required
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EDU 631 - Individual Instruction for Children (3)
GR
A study of strategies for providing appropriate educational services for children with mild to moderate learning problems by the use of intervention techniques. Audits Not Allowed
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EDU 636 - Supervision of Instruction (3)
GR
Emphasis is on developing leadership skills in the classroom and with peer teachers, teaching assistants, and other community and school personnel. Audits Not Allowed
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EDU 641 - Integrating Technology Into Curriculum (3)
GR
This course will enable teachers to select, utilize, evaluate, and modify a wide range of instructional media. Emphasis will be placed on integrating commercially available educational media into the teacher’s classroom methodology. Audits Not Allowed
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EDU 642 - Systematic Design for Learning (3)
GR
Enables teachers to design a framework that guides course structure, leads the learner to a topic, removes extraneous distractions, enables focus, and engages the learner.. Audits Not Allowed
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EDU 643 - Educational Applications of Multimedia (3)
GR
Multimedia is a powerful tool for creating active learning that motivates and inspires students. This course examines educational applications of multimedia tools focusing on the fundamentals of multimedia design and development. . Audits Not Allowed
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EDU 644 - School and Community Relations (3)
GR
In this course candidates will gain an understanding of the political, social, and economic factors that affect a school’s relationship with various community agencies and constituencies. Candidates will also have the opportunity to develop professional administrative sensitivity to the various communities that they will be involved. As part of the process, candidates will develop skills in group dynamics and communications as they work with faculty, staff, community leaders, and school families to build a sense of school community. Candidates will become aware of the need to give attention to issues of social justice, fairness, equity, and student achievement. Candidates will learn how to facilitate change and conflict resolution, communicate with parents and community, and involve stakeholders in developing school-wide improvement plans. This course addresses Standard 3.1-3.4: Equity and Cultural Leadership, and Standard 5.1-5.4: Community and External Leadership of the NELP Standards Audits Not Allowed
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EDU 645 - Enhancing Curr & Instructional Capacity (3)
GR
Using the State of Mississippi as a focus, this course explores general guidelines, issues, and other foundations for curriculum development and evaluation at elementary, middle, and secondary school levels. This course will help candidates make the transition from thinking of curriculum for a particular subject within a classroom setting to thinking of the philosophical frameworks that help shape curriculum and the curricular approaches and professional learning for schools in order to increase student achievement. Candidates will develop an understanding of the present state and school curriculum and learn how to effectively restructure and implement curriculum to create professional learning opportunities in order to improve teaching and learning. Issues of national and state student testing will be addressed. This course addresses Standard 4.1-4.4: Instructional Leadership of the NELP Standards Audits Not Allowed
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EDU 646 - School Law and Ethical Principles (3)
GR
This course engages candidates in the practice of school law as it relates to legal policies, practice, politics, the relationship of a school district’s organization to other units of government, various state boards of education, and the appellate functions of the state and federal court systems. Candidates study school law through a process of reviewing and discussing the federal and state constitutions, statutes, regulations, board of education policies, and case law. Consideration and discussion is given to policies regarding “freedom issues” for Christian educators and students in the public school system. This course explores the ethical dimensions of leadership behavior and the state of Mississippi’s Professional Code of Ethics. Candidates examine various ethical dilemmas that educational leaders confront and apply ethical frameworks to resolve those dilemmas. Candidates will read, discuss, analyze, and apply frameworks of professional ethical leadership and decision making to gain the knowledge and Audits Not Allowed
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EDU 650 - Ldrshp &mgt for Effect/Efficient Schools (3)
GR
This course examines current issues that affect elements of educational leadership and administration. The course addresses school leadership and management as a building administrator, as well as issues of district-level leadership and administration. The course includes an examination of the leadership, management skills, and professional dispositions required as an administrator in dealing within the school as well as other organizations. Emphasis will be placed upon the processes by which change is brought about in dealing with decision making, programming, communicating, motivating, controlling, and evaluating in order to realize effective and efficient schools. This course addresses Standard 1.1-1.4: Mission, Vision, and Core Values of the NELP Standards Audits Not Allowed
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EDU 655 - Equity & Cultural Leadership (3)
GR
This course focuses on concepts and techniques of leadership for student learning and the demanding roles administrators are facing in a society with increasing diverse student populations and diversity in additional extended spheres. The course is designed to help administrator candidates cultivate a sensitive and understanding in becoming a culturally responsive educational leader and to act and think in ways that take full advantage of learning opportunities for diverse populations, as well as all candidates. Issues include the ramifications of an ever increasing diverse population and how these issues are having an impact on how we teach students, the ways schools facilitate student achievement, and the changing nature of learning in the information age. This course addresses Standard 3: Equity and Cultural Leadership of the NELP Standards Audits Not Allowed
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EDU 657 - Assmnt for Cont School Improve (3)
GR
Assessment is an integral part of teaching and learning in the day of “Big Data”. Administrators use informal and formal assessments on an ongoing basis to make decisions about the school’s teachers and their role in the academic achievement of their schools. In this course, candidates will learn to evaluate the success of their teachers’ instruction, and to monitor the classroom academic climate in order to inform improved student learning. Candidates in this course will gain a better appreciation of why school, teacher, student, and classroom-based assessments have become a critical component of the instructional and evaluation process needed to inform school improvement. In this course, candidates will develop an assessment system which could be implemented in a school building and that is aligned with national and state educational objectives. This course will also include activities evaluating “hard assessment data” in order to develop school improvement plans. This course addresses Standard 1.4 Miss Audits Not Allowed
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EDU 667 - Operations and Fiscal Management (3)
GR
In this course, candidates examine comprehensive principles for leadership to develop schools as teaching and learning communities to implement a collaborative working framework for all teachers/employees in the school building. It is a critical study, including research, to discover methods and designs from elementary and secondary school administrators who have had positive results in student achievement and the development of a positive school building climate, as well as a positive teacher community. Administrative candidates will examine the supervisory roles of school leaders in creating a supportive environment for teacher communities in order to impact effective teaching, student learning, and school improvement. This course addresses 6.1 & 6.4: Operations and Management of the NELP Standards Audits Not Allowed
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EDU 668 - Leadership in the Educational Organizati (3)
GR
The course focuses on understanding the critical leadership competencies, skills, and characteristics required in providing vision and advancing an organization (the school). The course includes leadership theories taken form the business world and presents contemporary management and leadership theories/concepts that have emerged over the past several decades. Candidates will reflect on their own leadership qualities and skills and consider areas for their own improved personality, professional, leadership, and people skills. The course focuses on a number of themes addressed in the school as an organization, including instructional leadership, moral leadership, democratic leadership, facilitative leadership, curricular leadership, constructivist leadership, and ethical leadership supported by Christian worldview perspectives. This course addresses PSEL Standards: Standard 1 - Mission, Vision, and Core Values, and Standard 10 - School Improvement Audits Not Allowed
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EDU 669 - Human Resource Leadership (3)
GR
This course is aimed to provide building level administrators with the concepts, strategies, and assessment measures to evaluate and manage school personnel, as well as develop an understanding of the principles and issues of public school finance and facilities. Candidates will assess the current economic environment and its impact on schools; state, local and federal taxation; state school aid theory and practice; school district indebtedness; statutory school budget and fiscal controls; various cost-quality instruments; and the role of the school leader in school fiscal structure and decision making in relation to local, state and federal requirements. Candidates will apply their developing knowledge of the budget process in creating a fiscally responsive budget for a content area department and school site. Candidates will also explore policy, guidelines, procedures and ethics of administrative decisions; management and leadership of human resources and personnel practices and problems in current school Audits Not Allowed
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EDU 675 - Instruction Ldrship Comprehensive Paper (3)
GR
All courses in the School Leadership and Administration program other than the Principal Internship 677 are considered prerequisites to taking this capstone course. Candidates will develop and write a Comprehensive Paper in APA format addressing the integration of all eight (8) of the NELP Standards and the 19 MS Administrator Growth System Standards explaining how they as Administrative Candidates have synthesized the content from the program and their school building experiences. Candidates will explain how they intend to apply their understanding of the NELP and State Standards to improve student learning, work with teachers, work with diverse populations, work with the community and families, develop curriculum, and conduct assessments to realize improved teaching, to realize positive growth and impact on student learning, and make school improvements. This course addresses all 8 Standards of the NELP Standards as integrated and synthesized during the course of a candidate’s plan of study Audits Not Allowed
Type of PRE-REQ Complete all Professional Courses prior to taking the capstone courses. Previous Enrollment Required
PRE-REQ REQ or RECOMMENDED: Petition required from Department Chair
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EDU 677 - Principal Internship (3)
GR
This course is a clinical internship designed to provide the candidate with educational administration “real time” work experience in an educational school building setting. This course presents candidates with the opportunity to become engaged in leadership practice and to appreciate the importance of instructional leadership in the creation of a learning environment supportive of student achievement. Candidates study effective leadership first-hand, develop and practice instructional leadership skills, and enhance their knowledge for a career as a school leader. Candidates develop an electronic portfolio that includes artifacts, as well as analysis and reflective commentaries. This course brings together all artifacts, reflection papers, and internship time logs required in each of the core courses. Candidates will present their Internship experiences and summations to the EPP School of Education Review Committee. They will defend each course artifact related to the National Educational Leadership Prepa Audits Not Allowed
Type of PRE-REQ Complete 18 hours of Professional Courses prior to taking the capstone courses. Previous Enrollment Required
PRE-REQ REQ or RECOMMENDED: Petition required from Department Chair
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EDU 678 - Principal Internship II (3)
GR
This course brings together all artifacts, reflection papers, and internship time logs required in each of the professional core content courses. Candidates will complete any Intern Clinical hours needed to fulfill the requires 320 clock hours. During this course Intern candidates will present their Internship experiences and summations to the EPP School of Education Review Committee. They will defend each course artifact related to the National Educational Leadership Preparation Standards for Building Level Leaders Standards (NELP), as well as the Mississippi Administrator Growth Rubric. Internship hours are to equal, at a minimum, 320 hours in addition to a candidate’s regular classroom teaching and are not to detract or interfere with the candidate’s contractual obligations as a teacher. Candidates desiring licensure in administration are required to take and pass The School Leaders License Assessment Exam (SLLA) before completing Internship I & II. This exam is required as part of the School of Educati Audits Not Allowed
Type of PRE-REQ Complete all Professional Courses prior to taking the capstone courses. Previous Enrollment Required
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EDU 680 - Edu. Leadership & Commun. Rel. (3)
GR
This course addresses the political, social, and economic factors that affect a school’s relationship with various community agencies and constituencies, while developing professional administrative sensitivity to the various communities involved. Topics addressed include skill development in group dynamics and communications, attention to issues of social justice, fairness, equity, and student achievement. Audits Not Allowed
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EDU 681 - Hist./Phil of Western Edu. (3)
GR
This course provides a broad introduction to the foundations of education based on interesting and current discussion of important theory and practice. It offers a thorough overview of the historical, legal, philosophical, social, and practical aspects of Western education. Most importantly, it addresses the need for changing educational practices for the twenty-first-century classroom. Audits Not Allowed
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EDU 682 - Prof. Standards for Edu. Lead. (3)
GR
This course addresses the knowledge, skills, and dispositions needed as a school leader in the 21st Century. The primary focus of this course will be on the development of specific knowledge and skills necessary to lead a change initiative in an urban or suburban school system. Audits Not Allowed
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EDU 683 - Curriculum Development (3)
GR
This course provides a comprehensive analysis of systematic curriculum development to improve learner success. The process of curriculum development is examined from historical and current standards. Audits Not Allowed
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EDU 684 - Human Resource Leadership (3)
GR
This course provides candidates information about the knowledge and skills needed to serve as effective human resource administrators within school districts. Topics addressed in this course include human resources function and planning; recruitment; selection; placement and induction; motivation and staff development; performance evaluation; compensation; collective bargaining; and the legal aspects of human resources administration. Audits Not Allowed
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EDU 685 - Instructional Effectiveness (3)
GR
This course provides candidates a comprehensive overview of instructional effectiveness practices. Topics of study include the curriculum development process, implementation of the curriculum, evaluation of instruction and curriculum, as well as trends in digital curriculum and instruction. Audits Not Allowed
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EDU 686 - Principal Internship III (3)
GR
This course serves as a supplementary/extension course for those candidates who have been enrolled and have completed EDU 677 - Principal Internship (3) /EDU 678 - Principal Internship II (3) but are still in need of fulfilling all the internship hours or other internship requirements required for degree completion and licensure. Audits Not Allowed
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EDU 687 - Data Decision Making for Edu. (3)
GR
This course provides candidates with a basic understanding of program evaluation. Topics will explore the purpose of program evaluation, approaches to program evaluation, as well as practical guidelines for planning, conducting, and using program evaluations. Audits Not Allowed
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EDU 688 - Transformational Leadership (3)
GR
This course provides candidates with an understanding of the knowledge and skills needed to become Transformational School Leaders. Topics addressed in this course include the knowledge necessary for successful supervision of teachers; interpersonal skills needed from leaders; technical skills of supervision; technical tasks of supervision; and the cultural tasks of supervision. Audits Not Allowed
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EDU 699 - Admin Orientation Seminar (0)
GR
All candidates admitted to the Masters of Education (M.Ed.) and the Education Specialist (Ed.S.) administrative preparation llicensure and non-licensure programs are required to enroll in this Orientation Seminar. It is is a pre-request linked to the first six hours taken in the program. The Seminar is delivered continuously online and is a no cost, non-credit, Past/Fail course. The Orientation course is designed to provide all candidates in the M.Ed. Admin and Ed.S. Admin programs with the information regarding a general orientation and expectations of the programs, an explanation of the dispositions and the characteristics of adult learners as professional educators. A review of the Graduate School of Education Handbook as well as a review of the APA expectations in the writing style formatting of candidate work will be presented as outlined in the Belhaven Graduate School of Education’s Quick Reference Style and Formatting Guide. Audits Not Allowed
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EDU 700 - Ed.D. Orientation Seminar (1)
GR
Serves as an introduction to doctoral level research and the chapter writing process and procedures of the dissertation. Orients candidates to the doctoral dissertation phase of the program via interaction with professors who have taught in the program, as well as those serving as their dissertation chair and other committee members. Defines the expectations for academic research, practice-oriented doctoral level skills, and an explanation of the five chapters of the dissertation. Audits Not Allowed
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EDU 701 - Advanced Christian Worldview (3)
GR
Challenges candidates to reflect on their own Christian worldview and consider how a Christian worldview can be lived out and integrated into the school and classroom arena. Candidates will consider the philosophical questions of: What is Real? - What is Truth? - What is of Value? - Is there Value in Western Civilization? - What is the Purpose of School? - What is my Purpose? Candidates defend their thoughts and positons by applying scripture references and biblical principles. Audits Not Allowed
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EDU 702 - Dissertation Preparation/APA (2)
GR
Evaluate personal skills and strategies in academic literacy, including critical reading and scholarly writing. Receive enhanced direction and advice for improving understanding and writing to APA format. Improve research writing skills, practice paraphrasing, and evaluate plagiarism, while practicing scholarly writing via submission of reviews of research literature from publications, journals, and published dissertations. Audits Not Allowed
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EDU 704 - Advanced Academic Writing (3)
GR
This course is intended to be taken by candidates who have been officially admitted into the Doctor of Education in Educational Leadership degree program. The Advanced Academic Writing paper requires candidates to demonstrate the knowledge, skills, and understandings of academic writing (including APA guidelines) and of conducting and reporting findings from reviews of related literature-prerequisites for writing the dissertation. Audits Not Allowed
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EDU 705 - Research Design & Methods (3)
GR
Explore multiple approaches to educational research and examine the nature and quality of descriptive and causal research studies, and qualitative and quantitative research techniques, as well as evaluate and interpret data. Learn to identify to research design paradigms: 1) quantitative research and methods, 2) qualitative research and methods, and 3) mixed design in research and methods. Gain an understanding of the assumption and techniques behind each design method in order to reflect and consider the design that would be the best fit for use with their future dissertation research question, proposal, and methodology. Audits Not Allowed
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EDU 710 - Research Statistics (3)
GR
Study basic concepts of statistical research. Analyze advanced statistical procedures used in empirical research in educational settings. Gain an understanding of how to describe and summarize statistical information in text, charts, figures, and tables using statistical methods and techniques. Review survey tools and statistical software for institutional research. Develop skills related to data gathering and effective reporting with use of the latest application and support technologies, so candidates are informed relative to preparation for their own research. Audits Not Allowed
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EDU 712 - Advanced Quantitative Statistical Design (3)
GR
Provides the opportunity to develop core knowledge and skills for designing quantitative research at the doctoral level, including understanding data analysis and applying statistical concepts. Consider and study descriptive statistics, inferential statistics, and non-parametric tests traditionally utilized in social and behavioral research. Gain an understanding of the process and rationale for social and educational research in applied settings. Increase personal expertise in designing and conducting research and analyzing quantitative data. Explore use of quantitative statistical software, such as SPSS, to interpret findings and present results. Consider the importance of quality assurance, as well as ethical implications of conducting quantitative research and producing knowledge. Audits Not Allowed
Type of PRE-REQ complete EDU 705 EDU 710 ; Previous or Concurrent Enrollment Required
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EDU 716 - Advanced Qualitative Research Methods (3)
GR
Study of qualitative research methodologies including ethnography, case study, phenomenology, critical theory, descriptive research, historical research, and others. Examine a variety of methods such as: structured interviews, semi-structured interviews, unstructured interviews, focus groups, participant observation, non-participant observation, field notes, and reflexive journals. Gain the knowledge of analyzing data (thick data) gathered from a qualitative research method by applying qualitative research analysis such as memo writing, coding, finding themes etc. Understand validity and reliability as applied to qualitative research. Consider the nature of qualitative inquiry; the importance of quality assurance; and the ethical, legal, and social change implications of conducting qualitative research. Audits Not Allowed
Type of PRE-REQ complete EDU 705 EDU 710 ; Previous or Concurrent Enrollment Required
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EDU 718 - Mixed Methods Research Design (3)
GR
This course focuses on mixed methodology research. Introduces the principles of mixed methods research design, whereby qualitative and quantitative components inform each other in sampling, data collection, and data analysis. Explores design issues and solutions. The course is designed to familiarize candidates with the concepts, purposes, and methods that are fundamental to conducting mixed research studies. The complementary nature of qualitative and quantitative methodologies for mixed methods research is studied. Candidates will gain insight into the pros and cons of applying a mixed design in research. Candidates will also study how to evaluate the use of a mixed design and a mixed methodology in their research. Audits Not Allowed
Type of PRE-REQ Complete EDU 705 EDU 710 ; Previous or Concurrent Enrollment Required
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EDU 725 - Advanced Instructional Leadership (3)
GR
The current national emphasis on accountability in schools emphasizes the importance of developing quality educational leaders who can inspire teachers and students to achieve. The purpose of the course is (1) to facilitate growth in the knowledge of national and state administrator standards as well as issues related to school improvement, (2) to hone leadership skills essential in enhancing student achievement and affecting school improvement, (3) to assist candidates in documenting and planning for professional growth as instructional leaders, and (4) to integrate biblical principles in leading and serving in the learning community. Audits Not Allowed
PRE-REQ REQ or RECOMMENDED: Petition required from Department Chair
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EDU 744 - School and Community Relations (3)
GR
In this course candidates will gain an understanding of the political, social, and economic factors that affect a school’s relationship with various community agencies and constituencies. Candidates will also have the opportunity to develop professional administrative sensitivity to the various communities that they will be involved. As part of the process, candidates will develop skills in group dynamics and communications as they work with faculty, staff, community leaders, and school families to build a sense of school community. Candidates will become aware of the need to give attention to issues of social justice, fairness, equity, and student achievement. Candidates will learn how to facilitate change and conflict resolution, communicate with parents and community, and involve stakeholders in developing school-wide improvement plans. This course addresses NELP Standards: Standard 3.1-3.4: Equity and Cultural Leadership, and Standard 5.1-5.4: Community and External Leadership Audits Not Allowed
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EDU 745 - Enhancing Curr & Instructional Capacity (3)
GR
Using the State of Mississippi as a focus, this course explores general guidelines, issues, and other foundations for curriculum development and evaluation at elementary, middle, and secondary school levels. This course will help candidates make the transition from thinking of curriculum for a particular subject within a classroom setting to thinking of the philosophical frameworks that help shape curriculum and the curricular approaches and professional learning for schools in order to increase student achievement. Candidates will develop an understanding of the present state and school curriculum and learn how to effectively restructure and implement curriculum to create professional learning opportunities in order to improve teaching and learning. Issues of national and state student testing will be addressed. This course addresses NELP Standard: Standard 4.1-4.4: Instructional Leadership Audits Not Allowed
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EDU 746 - School Law and Ethical Principles (3)
GR
This course engages candidates in the practice of school law as it relates to legal policies, practice, politics, the relationship of a school district’s organization to other units of government, various state boards of education, and the appellate functions of the state and federal court systems. Candidates study school law through a process of reviewing and discussing the federal and state constitutions, statutes, regulations, board of education policies, and case law. Consideration and discussion is given to policies regarding “freedom issues” for Christian educators and students in the public school system. This course explores the ethical dimensions of leadership behavior and the state of Mississippi’s Professional Code of Ethics. Candidates examine various ethical dilemmas that educational leaders confront and apply ethical frameworks to resolve those dilemmas. Candidates will read, discuss, analyze, and apply frameworks of professional ethical leadership and decision making to gain the knowledge and Audits Not Allowed
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EDU 750 - Ldrshp &mgt for Effect/Efficient Schools (3)
GR
This course examines current issues that affect elements of educational leadership and administration. The course addresses school leadership and management as a building administrator, as well as issues of district-level leadership and administration. The course includes an examination of the leadership, management skills, and professional dispositions required as an administrator in dealing within the school as well as other organizations. Emphasis will be placed upon the processes by which change is brought about in dealing with decision making, programming, communicating, motivating, controlling, and evaluating in order to realize effective and efficient schools. This course addresses NELP Standard: Standard 1.1-1.4: Mission, Vision, and Core Values Audits Not Allowed
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EDU 751 - Hist&Phil Perspectv Education Practices (3)
GR
This course is a review of the history, philosophy, and theoretical perspectives on learning, and teaching including classical education, behaviorism, cognitive, constructivist, sociocultural, social cognitive, theories and perspectives. The study will include the educational theorist and leaders promoting, supporting, and identified with the various perspectives. Candidates will examine and identify the strengths and limitations of these perspectives in relation to understanding issues within today’s education environment. During this course, candidates will explore the historical complexity of American education, as well as consider various historical issues and the ways these historical events have determined current educational policy and practice. Critical analysis of major schools of thought and their connection to social developments and their history and impact they have had will be addressed. Candidates will identify and reflect on their own educational leadership philosophy at the end of the cours Audits Not Allowed
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EDU 755 - Equity & Cultural Leadership (3)
GR
This course focuses on concepts and techniques of leadership for student learning and the demanding roles administrators are facing in a society with increasing diverse student populations and diversity in additional extended spheres. The course is designed to help administrator candidates cultivate a sensitive and understanding in becoming a culturally responsive educational leader and to act and think in ways that take full advantage of learning opportunities for diverse populations, as well as all candidates. Issues include the ramifications of an ever increasing diverse population and how these issues are having an impact on how we teach students, the ways schools facilitate student achievement, and the changing nature of learning in the information age. This course addresses NELP Standard: Standard 3: Equity and Cultural Leadership Audits Not Allowed
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EDU 757 - Assmnt for Cont School Improve (3)
GR
Assessment is an integral part of teaching and learning in the day of “Big Data”. Administrators use informal and formal assessments on an ongoing basis to make decisions about the school’s teachers and their role in the academic achievement of their schools. In this course, candidates will learn to evaluate the success of their teachers’ instruction, and to monitor the classroom academic climate in order to inform improved student learning. Candidates in this course will gain a better appreciation of why school, teacher, student, and classroom-based assessments have become a critical component of the instructional and evaluation process needed to inform school improvement. In this course, candidates will develop an assessment system which could be implemented in a school building and that is aligned with national and state educational objectives. This course will also include activities evaluating “hard assessment data” in order to develop school improvement plans. This course addresses PSEL Standard: Sta Audits Not Allowed
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EDU 766 - Transformational Leadership (3)
GR
This course will help the educational leader as a practitioner in the field. The course will benefit the candidate by defining and understanding his/her individual strengths and areas for improving their leadership and people skills, as well as develop and enhance their leadership influence. Transformational leaders are those who are effective at working with people to impact the social or the work environment and affect positive change. The course has been developed around Kouzes and Posner’s noted and highly respected leadership inventory and book “The Leadership Challenge”. This course addresses Standard 3.1-3:4: Equity and Cultural Leadership, Standard 4.1-4: Instructional Leadership, and Standard 5.1-4: Community and External Leadership of the NELP Standards. Audits Not Allowed
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EDU 767 - Operations and Fiscal Management (3)
GR
In this course, candidates examine comprehensive principles for leadership to develop schools as teaching and learning communities to implement a collaborative working framework for all teachers/employees in the school building. It is a critical study, including research, to discover methods and designs from elementary and secondary school administrators who have had positive results in student achievement and the development of a positive school building climate, as well as a positive teacher community. Administrative candidates will examine the supervisory roles of school leaders in creating a supportive environment for teacher communities in order to impact effective teaching, student learning, and school improvement. This course addresses NELP Standards: 6.1 & 6.4: Operations and Management Audits Not Allowed
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EDU 768 - Ldrship in the Educational Organization (3)
GR
The course focuses on understanding the critical leadership competencies, skills, and characteristics required in providing vision and advancing an organization (the school). The course includes leadership theories taken form the business world and presents contemporary management and leadership theories/concepts that have emerged over the past several decades. Candidates will reflect on their own leadership qualities and skills and consider areas for their own improved personality, professional, leadership, and people skills. The course focuses on a number of themes addressed in the school as an organization, including instructional leadership, moral leadership, democratic leadership, facilitative leadership, curricular leadership, constructivist leadership, and ethical leadership supported by Christian worldview perspectives. This course addresses PSEL Standards: Standard 1 - Mission, Vision, and Core Values, and Standard 10 - School Improvement Audits Not Allowed
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EDU 769 - Human Resource Leadership (3)
GR
This course is aimed to provide building level administrators with the concepts, strategies, and assessment measures to evaluate and manage school personnel, as well as develop an understanding of the principles and issues of public school finance and facilities. Candidates will assess the current economic environment and its impact on schools; state, local and federal taxation; state school aid theory and practice; school district indebtedness; statutory school budget and fiscal controls; various cost-quality instruments; and the role of the school leader in school fiscal structure and decision making in relation to local, state and federal requirements. Candidates will apply their developing knowledge of the budget process in creating a fiscally responsive budget for a content area department and school site. Candidates will also explore policy, guidelines, procedures and ethics of administrative decisions; management and leadership of human resources and personnel practices and problems in current school Audits Not Allowed
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EDU 770 - School Leadership & Public Relations (3)
GR
This course will give attention to the importance of school leaders in understanding their role in providing positive, truthful, accurate, and timely communications with and among the different stakeholders and various communities of the school. Topics covered include an overview of school/community communications and partnerships, crisis management, and the role of the leader. This course will develop the candidate’s skills in building a positive relationship with staff, parents, the news media, and the community at large while concurrently supporting, directing, and implementing the vision, philosophy, and mission of the school/district. This course addresses PSEL Standards: Standard 3: Equity and Cultural Responsiveness and Standard 8: Meaningful Engagement of Families and Community Audits Not Allowed
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EDU 771 - Advanced School Law and Ethics (3)
GR
771 Advanced School Law and Ethics (3) This course is an advanced review and survey of the current legal and ethical issues relating to the practical problems faced by school administrators. It offers school leaders the opportunity to expand their understanding of school law and the legal issues relevant in elementary/secondary education. Considerations and reflection will be given to the ethical aspects of school law and the responsibilities of school leaders who are Christians and the ethical parameters of educational leadership from a Christian worldview perspective. Candidates enrolled in the course will review legal analysis and decision making, including an examination of students’ legal rights, and other issues, in order to anticipate, recognize, respond to, and perhaps avoid legal challenges as education administrators. This course addresses PSEL Standards: Standard 2: Ethics and Professional Norms and Standard 3: Equity and Cultural Responsiveness Audits Not Allowed
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EDU 772 - School Organization Analysis (3)
GR
In this course candidates will review models for analyzing organizational structures and organizational systems as means to assess and evaluate the efficiency and effectiveness of an organization; schools in particular. Many models for organizational analysis have been applied and taken from the business world. However, candidates will consider and formulate ideas and concepts to construct an organization analysis for schools as organizations. Examples of models to be reviewed will include; strategic triangle model; the SWOT model, Baldrige model, accreditation models, cognitive models, and others. School organizational structures will be considered and reviewed. Case studies will be reviewed from both the business world and the education/school environments This course addresses PSEL Standards: Standard 1: Mission, Vision, and Core Values, Standard 9: Operations and Management, and Standard 10: School Improvement Audits Not Allowed
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EDU 773 - Leadersh. for School Conflict Resolution (3)
GR
The course is designed to help school administrators consider options and tools they have at their disposal to resolve daily disputes. The overarching premise is that conflict is part of everyday life, especially in school environments. This course introduces positive conflict management practices, including active listening and communication skills, negotiation skills, mediation, arbitration, victim and offender mediation, and nonviolent direct action. The course takes into consideration case studies in order to help candidates to develop their own conflict management skills. By virtue of their position, school leaders are caught in the middle between a variety of stakeholders; the principal leads a school building, but also serves as an intermediary between the district, the teachers, the parents, and the students. Interpersonal behaviors and leadership skills of the candidate serving as a principal are explored as possible sources of conflict. Candidates will have opportunities for self-reflection, Audits Not Allowed
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EDU 774 - Trends&Future in Elemntry/Sec Education (3)
GR
This course examines current trends and issues relating to curriculum issues and to issues arising from local, state, and national “trend” policies and reforms in elementary and secondary education. Candidates will investigate and evaluate significant current issues in education as they are presented in research and realized in practice. Discussion will revolve around the questions of how leaders should deal with educational trends and the acceleration of changes in the future of schooling and the educational environment. This course addresses PSEL Standards: Standard 1 - Mission, Vision, and Core Values, and Standard 4 - Curriculum, Instruction, and Assessment Audits Not Allowed
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EDU 775 - Literacy Leadership (3)
GR
All courses in the School Leadership and Administration program other than the Principal Internship 677/777 are considered prerequisites to taking this capstone course. M.Ed. candidates, Ed.S. candidates enrolled in the School Administrator Cognate, and Ed.S. candidates enrolled in the Educator as Leader Cognate will develop and write a Comprehensive Paper in APA format, addressing the integration of all eight (8) of the NELP Standards and the 19 MS Administrator Growth System Standards and explaining how they as Administrative Candidates have synthesized the content from the program and their school building experiences. Candidates will explain how they intend to apply their understanding of the NELP and State Standards to improve student learning, work with teachers, work with diverse populations, work with the community and families, develop curriculum, and conduct assessments to realize improved teaching, to realize positive growth and impact on student learning, and make school improvements. This cou Audits Not Allowed
PRE-REQ REQ or RECOMMENDED: Petition required from Department Chair
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EDU 776 - Politics of Educational Change (3)
GR
During this course, the candidates will consider and analyze the historical foundations that frame the thoughts and debates concerning educational change issues. Candidates will study what it takes to achieve policy change in public education. The course includes case studies on how and why education policies transpire, and how policies progress or do not progress at the federal, state, district and/or local school levels. Candidates will consider and examine connections between policies and classroom practice and address the impact of policies on school improvement and student learning. Of particular concern is the capacity of policy to improve the quality of curriculum and instruction. Candidates review and critique policies, drawing on research and feedback from policymakers. Candidates consider and learn how to take an active part at all levels of government to help identify and shape future educational policies by being proactive. This course addresses PSEL Standards: Standard 3: Equity and Cultural Audits Not Allowed
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EDU 777 - Principal Internship (3)
GR
This course is a clinical internship designed to provide the candidate with educational administration “real time” work experience in an educational school building setting. This course presents candidates with the opportunity to become engaged in leadership practice and to appreciate the importance of instructional leadership in the creation of a learning environment supportive of student achievement. Candidates study effective leadership first-hand, develop and practice instructional leadership skills, and enhance their knowledge for a career as a school leader. Candidates develop an electronic portfolio that includes artifacts, as well as analysis and reflective commentaries. This course brings together all artifacts, reflection papers, and internship time logs required in each of the core courses. Candidates will present their Internship experiences and summations to the EPP School of Education Review Committee. They will defend each course artifact related to the National Educational Leadership Prepa Audits Not Allowed
Type of PRE-REQ Complete 18 hours of Professional Courses prior to taking the Capstone courses. Previous Enrollment Required
PRE-REQ REQ or RECOMMENDED: Petition required from Department Chair
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EDU 778 - Principal Internship II (3)
GR
This course brings together all artifacts, reflection papers, and internship time logs required in each of the professional core content courses. Candidates will complete any Intern Clinical hours needed to fulfill the requires 320 clock hours. During this course Intern candidates will present their Internship experiences and summations to the EPP School of Education Review Committee. They will defend each course artifact related to the National Educational Leadership Preparation Standards for Building Level Leaders Standards (NELP), as well as the Mississippi Administrator Growth Rubric. Internship hours are to equal, at a minimum, 320 hours in addition to a candidate’s regular classroom teaching and are not to detract or interfere with the candidate’s contractual obligations as a teacher. Candidates desiring licensure in administration are required to take and pass The School Leaders License Assessment Exam (SLLA) before completing Internship I & II. This exam is required as part of the School of Educati Audits Not Allowed
Type of PRE-REQ Complete all Professional Courses prior to taking the Capstone courses. Previous Enrollment Required
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EDU 779 - Contemp&Global Considerations in Educat (3)
GR
This course is designed in part to be a comparative look and evaluation of elementary/secondary schooling and educational theories in the global context of other countries/nations. The goal of the course is to help educational leaders understand key ideas central to ongoing research in teaching and learning in a global international perspective. It emphasizes ways in which cultural, social and organizational contexts influence learning. Candidates will reflect on what constitutes best teaching and learning practices, consider, and debate if best practices are national and applicable only in one national setting or can they be universal and be inclusive of a spectrum of cultures. Candidates, as educational leaders, will consider their own biases, their own cultural background experiences, and educational experiences to construct their own thoughts concerning global educational theory. This course addresses PSEL Standards: Standard 2: Ethics and Professional Norms, Standard 3: Equity and Cultural Responsivene Audits Not Allowed
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EDU 780 - Dissertation Seminar (3)
GR
Engage in planning and preparation for the dissertation phase of the doctoral program. Formulate research questions and a proposal, in preparation to manage a review of literature as well as design and conduct the research. Work directly with your dissertation chair and committee to refine the research question/problem, and discuss the literature and methodology planned for use. Gain valuable insights and information on organizing an Institutional Review Board (IRB) application. Discuss a timeline for research and writing, as well as suggestions for surviving the compilation of the dissertation. Receive support online in writing the draft copy of the prospectus. Audits Not Allowed
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EDU 781 - Ed.D. Dissertation Block 1 (3)
GR
Proposal Phase. Write Chapter 1: Introduction/Statement of Problem and address the following: a statement of what the study will accomplish, background of the problem, statement of the problem/question, purpose of the study, primary research questions, hypotheses, the research design, assumptions and limitations, and definitions of terms. Conduct a highly-focused review of the literature for Chapter 2: Review of Literature, which will inform the question and problem. Provide sections within Chapter 2 to include but not be limited to the history behind the problem/question, importance of the problem/question, and rationale and support for research in the area of the problem/question.. Audits Not Allowed
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EDU 782 - Ed.D. Dissertation Block 2 (3)
GR
Methods Phase. Write Chapter 3 of the Dissertation to include, but not be limited to: an explanation of the methodology used in the study (quantitative, qualitative, or mixed design), support for why the method/design was chosen for the study identifying strengths and weakness of the design, and a description of the targeted population and/or participants in the study (how selected). This is done after Chapters one and two of the Dissertation are completed and approved by the Dissertation Chair. Audits Not Allowed
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EDU 783 - Ed.D. Dissertation Block 3 (3)
GR
Research/Results & Oral Defense Phase. Compose Chapter 4: Presentation of Data, Results, and Analysis, and Chapter 5: Evaluation of Results and Recommendations for Future Study. Chapter 4 is a presentation of the data and results and includes a summary of the procedures (methodology), the instruments used in the research, evidence from data collected, evaluation of data, and an analysis of the data. In Chapter 5, the candidate will assess how the data collection and evaluation of data impact on the hypotheses and research question, also providing suggestions for future research and study regarding the problem/question addressed in the original proposal. The candidate will address how the study has added to the body of knowledge. Present an oral defense of the dissertation on the main Jackson campus, which is a Residency requirement. Audits Not Allowed
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EDU 784 - Ed. D. Supplementary Dissertation Hours (3)
GR
Doctoral candidates who need additional time to complete their dissertation study, have not achieved final dissertation manuscript approval, and/or have not passed the oral defense by the end of the semester of enrollment in EDU 783 , will enroll in this course as continuous enrollment must be maintained. Candidates will be allowed to enroll in EDU 784 a maximum of two consecutive semesters. Thereafter, special consultation with the candidate’s dissertation committee and the Graduate School of Education Chair will be required to determine if the candidate will be allowed to continue in the Ed.D. program. Audits Not Allowed
Type of PRE-REQ TAKE EDU 783 Previous Enrollment Required
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EDU 785 - Conprehensive Synthesis Educ Leaders (3)
GR
This course is to be taken as a comprehensive capstone paper for those candidates enrolled in the Belhaven Ed.S., non-licensure education leadership degree program. The course is also intended to be taken by Ed.D. Doctoral candidates who already hold an Ed.S. degree (30 credit hours) from another approved and recognized institution other than Belhaven University and who have been officially admitted to the Belhaven University Doctor of Education in Educational Leadership degree program, it serves as a leveling course for those coming into Belhaven already holding an earned Ed.S. degree. The course serves as a “gate-keeping” course for the purpose of evaluating and determining the eligibility and ability of candidates to be successful in completing a doctoral level dissertation. This course is also to be taken by Ed.D. Doctoral candidates who completed their Ed.S. licensure degree from Belhaven University, and need to strengthen their writing skills based upon the Graduate Committee’s recommendation. However Audits Not Allowed
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EDU 786 - Principal Internship III (3)
GR
This course serves as a supplementary/extension course for those candidates who have been enrolled and have completed EDU 677 - Principal Internship (3) /EDU 678 - Principal Internship II (3) but are still in need of fulfilling all the internship hours or other internship requirements required for degree completion and licensure. Audits Not Allowed
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EDU 788 - Academic Writing Intensive (3)
GR
This course is designed to assist doctoral candidates with developing scholarly writing skills needed to prepare dissertation manuscripts. The course will review basic through advanced principles of academic writing including organization, mechanics, formatting, transitioning, paraphrasing, and clarity. Audits Not Allowed
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REA 102 - Critical Thinking Skills (2)
UG
Critical thinking is that mode of thinking - about any subject, content, or problem - in which the thinker improves the quality of his or her thinking by skillfully analyzing, assessing, and reconstructing it. Critical thinking is self-directed, self-disciplined, self-monitored, and self-corrective thinking. Audits Not Allowed
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REA 311 - Literature Based Reading Skills (3)
UG
The development of critical reading skills through the study of children-s books, the history of children’s literature, an overview of the classics, books promoting various genres and multi-cultural themes. Includes various presentations and field experiences with young children. Audits Not Allowed
Type of PRE-REQ Coreq: EDU 303 , REA 323 , and REA 325 . Concurrent Enrollment Required
Offering Terms Fall Only
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REA 323 - Early Literacy I (3)
UG
Concepts, materials and teaching strategies for oral language development and systematic early reading and writing instruction, specific to concepts about print, phonemic awareness, and phonics. Audits Not Allowed
Type of PRE-REQ Coreq: EDU 303 , REA 311 , and REA 325 . Concurrent Enrollment Required
Offering Terms Fall Only
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REA 324 - Early Literacy II (3)
UG
Concepts materials and teaching strategies for oral language development and early systematic reading and writing instruction specific to vocabulary, fluency, and comprehension. Includes tutorial and teaching assignments in area schools. Audits Not Allowed
Type of PRE-REQ Coreq: REA 326 .Must be taken at the same time as this course Concurrent Enrollment Required, EDU 303 Previous Enrollment Required, EDU 331 Previous Enrollment Required, REA 311 Previous Enrollment Required, REA 323 Previous Enrollment Required, REA 325 Previous Enrollment Required
Offering Terms Spring Only
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REA 325 - Content Reading Skills (3)
UG
A study of reading skills necessary for secondary students to read and comprehend subject matter. Includes clinical field experiences in various school settings. Audits Not Allowed
Type of PRE-REQ Coreq: EDU 303 , REA 311 , and REA 323 . Concurrent Enrollment Required
Offering Terms Fall Only
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REA 326 - Diagnostic Reading Skills (3)
UG
A study of reading problems, assessment procedures, and individualized instructional programs for problem readers. Includes case study and internship in schools. Audits Not Allowed
Type of PRE-REQ EDU 303 Previous Enrollment Required, EDU 331 Previous Enrollment Required, REA 311 Previous Enrollment Required, REA 323 Previous Enrollment Required, REA 324 Concurrent Enrollment Required, REA 325 Previous Enrollment Required
Offering Terms Spring Only
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REA 327 - Middle Level Literacy (3)
UG
A study of reading skills, concepts, methods, and materials for literacy teaching and learning for upper elementary and young adolescents. Emphasis will be on writing, comprehension, strategy instruction and assessment. Includes clinical field experiences in various school settings. Audits Not Allowed
Offering Terms Fall Only
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REA 511 - Foundations of Reading (3)
GR
This course is designed to assist candidates in preparation for taking the Foundations of Reading test. The Foundations of Reading test is designed to assess the candidate’s knowledge of the teaching of reading/language arts to elementary-aged children. The Foundations of Reading course is designed to help prepare teacher candidates for success on this test, which is required in Mississippi and in many other states for teaching in elementary grades. This course focuses on the four subareas of the Foundations of Reading test: Foundations of Reading Development, Development of Reading Comprehension, Reading Assessment and Instruction, and Integration of Knowledge and Understanding. A focus on writing skills is embedded in the Integration of Knowledge and Understanding subarea. This course is also helpful for candidates preparing for the Mississippi Alternate Route teaching certificate for Grades 4-6. Audits Not Allowed
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REA 604 - Advanced Early Literacy I (3)
GR
This course will examine best practices in elementary reading/literacy instruction. Evidence-based reading instructional practices will be examined through an integrated model of literacy instruction. The four basic language skills (reading, writing, speaking, and listening) will be utilized to teach literacy concepts and strategies within the five essential components of reading (phonemic awareness phonics, fluency, vocabulary, and comprehension) to accommodate all leaners in culturally responsive classrooms. Audits Not Allowed
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REA 605 - Advanced Early Literacy II (3)
GR
This course is designed to introduce teachers (with special attention to secondary teachers) to the content, skills, and strategies needed to ensure a comprehensive literacy environment in an elementary classroom. Emphasis will be placed on vocabulary development, reading fluency, comprehension, assessments, and writing as it relates to reading comprehension. Audits Not Allowed
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REA 608 - Early Literacy Instruction (3)
GR
This course is a study of concepts, materials and teaching strategies for oral language development and systematic early reading and writing instruction, specific to concepts about print, phonemic awareness, and phonics. The course includes a systematic study of scientifically research-based instructional methods and learning activities for beginning reading. Audits Not Allowed
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REA 611 - Literature and Literacy (3)
GR
What is Children’s Literature and what issues do we, as educators and readers, need to consider when we embark on our study of this literature? In this course we examine the different elements of children’s literature and take a deeper look at specific genres, starting with picture books and ending with nonfiction literature. Audits Not Allowed
Type of PRE-REQ EDU 600 Previous or Concurrent Enrollment Required
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REA 617 - Content Area Literacy (3)
GR
This course will examine the need for teaching reading skills in content area classes while exploring the facilitation of English Language Arts Literacy (ELAL) in the elementary and secondary classrooms. This course examines assessment techniques, comprehension strategies, vocabulary development, and explores approaches for building college and career readiness skills in the content areas. Audits Not Allowed
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REA 622 - Teaching Reading Skills & Comprehension (3)
GR
A study in the selection and use of materials and methods of teaching reading in the elementary schools with emphasis upon current research. Research based teaching strategies for oral language development and early systematic reading and writing instruction specific to vocabulary, fluency, and comprehension and scaffolding of the reading process. Audits Not Allowed
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REA 627 - Middle Grade Literacy (3)
GR
A study of reading-thinking skills, concepts, methods, and materials for literacy instruction and learning for upper elementary and young adolescents. Emphasis will be on comprehension, strategy instruction, assessment and writing for diverse student populations. Audits Not Allowed
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REA 629 - Literacy Assessment (3)
GR
This course is a study of reading problems, assessment procedures and use of test results; planning individualized instructional programs and differenced instruction for problem readers or English language learners. This course also includes a study of diagnostic instruments and procedures for identifying learning problems and planning remedial instruction appropriate for students in all subject areas. Audits Not Allowed
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REA 632 - Practicum in Reading (3)
GR
This course combines the theoretical principles of teaching reading methods, techniques, and practices with classroom experiences. Candidates will develop an in-depth understanding of the role of diagnostic assessments and strategies in reading instruction. Upon successful completion, candidates will develop the necessary knowledge to help diagnose and remediate students with reading difficulties. Audits Not Allowed
Type of PRE-REQ Complete 27 credits of Graduate Education Courses. Previous Enrollment Required, REA 617 Previous Enrollment Required
PRE-REQ REQ or RECOMMENDED: Petition required from Department Chair
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TEL 615 - Principles of Linguistics and Modern Cultures (3)
GR
Candidates will be introduced the basic theoretical frameworks for describing the world’s languages: phonetics, phonology, morphology, syntax, semantics, lexicography, pragmatics, and discourse analysis. Teacher candidates will be able to use the International Phonetic Alphabet to describe English and other languages. Teacher candidates will demonstrate ability to analyze languages syntactically, morphologically, and lexically. Teacher candidates will demonstrate a knowledge of the vocabulary of linguistics. Teacher candidates will show understanding of the unity and diversity of languages across the globe. Audits Not Allowed
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TEL 616 - Exploring Language and Culture (3)
GR
Candidates will be exposed to the basic concepts of sociolinguistics and understand the nature and value of world Englishes and variations in dialect. Candidates will experience the rang of social and academic language functions required for EL proficiency. Candidates can expect to gain exposure to research-based models for second-language learning and acquisition (e.g., cognitive, behaviorist, constructivist). Candidates will look at the impact of a learner’s first language on second-language production and the implications of extrinsic and intrinsic motivation in the second-language learning process. Audits Not Allowed
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TEL 617 - Methods of Curriculum, Instruction, and Assessment (ESL) (3)
GR
This course is designed to present the pedagogy for teaching English as a Second Language to teacher candidates. This course will cover materials that are based on methods of practical application of theories of language acquisition, effective teaching practices, classroom management, and the implementation of strategies specific to teaching ESL students that are in special education. Teacher candidates will be able to learn about different cultures, how to identify students who qualify for ESL services, how to properly plan for and deliver differentiated ESL instruction, how to teach and implement reading comprehension strategies for ESL students, how to develop and implement strategies to assess ESL student learning, and what resources and technology increase ESL proficiency. This course will prepare teachers to deliver thorough instruction to ESL students. Audits Not Allowed
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TEL 618 - Intercultural Competence and Assessment (3)
GR
The course will cover several general topics including cultural identity, perception, communication skills, linguistic differences, stereotyping, and intercultural communication. Intercultural Communication focuses on the importance of culture in our everyday lives, and the ways in which culture interrelates with and influences communication processes. This course examines the interaction of people across cultures both in and outside of the classroom Audits Not Allowed
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TEL 619 - Ethics, Advocacy, and Leadership (3)
GR
This foundational course exposes candidates to the legal provisions and ethical implications of the laws and court decisions related to the education of ELLs (e.g., Lau v. Nichols, Plessy v. Ferguson. Candidates will also learn how local, state, and national regulations impact design and implementation of ESL programs. Candidates will learn what advocating for students and their families resemble and the leadership skills necessary for building relationships and participating professional learning. Audits Not Allowed
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EDU 412 - Instructional Strategies (3)
UG
This course provides details on the role of the teacher as an educational designer. It offers candidates insight into the characteristics of 21st Century learners, defines instructional design, as well as types of classroom assessments. The course culminates by detailing ten instructional models: Direct Instruction Model, Concept Attainment Model, Concept Development Model, Inductive Model, Vocabulary Acquisition Model, Inquiry Model, Problem-Based Learning Model, Cooperative Learning Model, Integrative Model, and Socratic Seminar Model. Audits Not Allowed
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EDU 415 - Classroom Management & Org. (3)
UG
This course emphasizes the development of strategies for establishing effective classroom organization, as well as managing and monitoring student behavior. Strategies will promote student understanding, thinking, and engagement. This course also delves into lesson delivery, assessing student performance, grading systems, and collaborating with colleagues and families. Audits Not Allowed
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EDU 417 - Measurement & Eval. Strategies (3)
UG
This course is a study of measurement and evaluation practices within school settings. Topics covered in this course include test reliability, validity, fairness, selected-response tests, constructed-response tests, performance and portfolio assessments, formative assessments, as well as standardized testing and grading. Audits Not Allowed
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EDU 419 - Reflective Teaching (3)
UG
This course provides an overview of reflective practices for classroom teachers. Candidates will gain an understanding of multiple teaching strategies, classroom management techniques, lesson planning and sequencing design, assessment strategies, classroom discussions, the importance of the arts and creativity, integrating technology into the curriculum, as well as the teacher’s role in the community. Audits Not Allowed
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