Individualized Degree Plan Program - Course Sequence
Required During First Semester
- EDUC 500 Online Orientation - 0 credits
- UNIV LIB Information, Research, and Resources - 0 credits
- EDIP 540 Philosophical Foundations in Education (available all semesters) - 3 credits
- EDIP 541 Developmental Leadership (available all semesters) - 3 credits
- EDIP 542 Introduction to Curriculum & Instruction (available all semesters) - 3 credits
- EDIP 543 Technology in Education (available all semesters) - 3 credits
- ETSL 540 Multicultural Education (Fall & Summer) - 3 credits
Required to Graduate (Taken in Last Semester)
- EFND 598 Professional Project - 1-2 credits
Electives – Choose From the Following Possible Tracks
- EDCS 563 Instructional Strategies for Students Who Are At-risk (Fall) - 3 credits
- EMEP 504 Developing Learning Opportunities for At-Risk Students (Spring) - 3 credits
- ETSP 600 Autism Overview - 3 credits
- ETSP 610 Introduction to Identification and Assessment of Autism Spectrum Disorders - 3 credits
- ETSP 620 Methods for Students with Autism Spectrum Disorders - 3 credits
- ETSP 630 Autism Practicum Project - 3 credits
Character Dev/Classroom Management Emphasis
- EADM 524 Supervision of Teaching Methods/Classroom Management (Summer) - 3 credits
- EDCS 523 Christian Character Formation (Spring) - 3 credits
- EFND 503 Leadership and Character Development (Summer) - 2 credits
- EFND 504 Character Education (available every semester) - 3 credits
Christian School Emphasis
- Students may choose no more than 12 credits from the Christian School Administration or Curriculum & Instruction Christian School concentration major.
- ECUR 511 Curriculum, Methods & Assessment (Spring) - 3 credits
- ECUR 540 Instructional Leadership & Student Academic Achievement (Summer) - 3 credits
Human Development/Psychology Emphasis
- EADM 512 Human Learning & Motivational Development (Spring) - 2 credits or ETLC 541 Child & Adolescent Growth & Development (Spring) - 3 credits
- EDCS 520 Individual Differences & Classroom Management (Spring) - 3 credits
- EADM 511 Leadership, Organization & Administration (Spring) - 3 credits
- EADM 513 School Finance/ Mgmt. of Resources and Facilities - 3 credits (Fall)
- EADM 536 Personnel Management & Development - 3 credits (Spring)
- EADM 538 School Law - 3 credits (Fall)
- EADM 540 School & Community Relations - 3 credits (Spring)
- EDCS 551/ECEL 751 Financial Management for Christian Schools (Fall) - 3 credits
- EDCS 552/ECEL 752 Starting & Operating Christian Schools (Summer) - 3 credits
- EDCS 553/ECEL 753 Staff Development for Christian Schools (Spring) - 3 credits
- EDIP 544 Effective Communication, Conflict Resolution, and Negotiation (Fall) - 3 credits
- EFND 510 Leadership & Biblical Integration (Fall) - 3 credits
- EMEP 505 Models of Leadership & Related Issues (Summer) - 3 credits
- ETSP 553 Language Acquisition & the Communicative Arts (Fall & Spring) - 3 credits
- ETSP 554 Assess. & Teach. Reading of Narrative & Expository Texts (Fall & Spring) - 4 credits
- ETSP 555 Collaboration & Consultation (Fall & Spring) - 2 credits
- ETSP 585 Reading Research, Curriculum & Technology (Fall & Spring) - 3 credits
- ETSP 584 Reading Service Delivery: Sup. & Current Trends Seminar (Fall & Spring) - 3 credits
Teaching English to Speakers of Other Languages Emphasis
(Choose any 3 of the following courses. IDP students may choose no more than 9 credits from the TESOL program.)
- ETSL 510 Linguistics (Summer) - 3 credits
- ETSL 540 Multicultural Education (Fall) - 3 credits
- ETSL 560 First & Second Language Acquisition (Fall) - 3 credits
- ETSL 570 Teaching Reading (Spring) - 3 credits
Technology & Research Emphasis
- EADM 515 Research Design (Fall, Spring, Summer) - 3 credits
- EADM 532 Technology for Administrators (Summer) - 3 credits
Individualized Degree Program - Course Descriptions
EADM 511/GSAS 511 EA Leadership, Organization & Administration (3) Focuses on the role of the school leader in designing excellence within a learning organization designed to promote the vision and mission of the school based on shared values. Candidates will survey the research and practice of leadership and the challenges of high achieving schools through organizational behavior, leading change, creating plans, and by making application of the learning principles underlying academic content and performance standards. There will be a focus on developing and assessing school leaders to identify ones own tendencies toward actual practice. Interstate School Leaders Licensure Consortium Standards and moral leadership principles will be the foundation for presenting these concepts. Cross-listed with EADM 611.
EADM 512/GSAS 512 Human Learning & Motivational Development: Educational Applications (2) Focuses on the role of the school leader in applying human development theory and proven learning and motivational theories to self, staff, and primarily students. From physical, cognitive/neurological, social/emotional, psychological and spiritual, the focus will be on understanding of the concept of developmental stages and its relationship to effective teaching and learning. Considerations for special education and the counseling function will be addressed. Prevailing research on morale and motivation, including emotional intelligence, will be investigated. The course will be linked with the Interstate School Leaders Licensure Consortium Standards. Cross-listed with EADM 612.
EADM 513/GSAS 513 School Finance/Management of School Resources & Facilities (3) Focuses on the role of the school leader aligning with the Interstate School Leaders Licensure Consortium Standards to responsibilities and issues in fiscal operations, beginning with an understanding at the federal and state level, the local division level, and ultimately the direct link in day-to-day local school policies, procedures and decision-making. Finally, Management of School Resources and Facilities is based on the premise that the school leader allocates and supervises other resources than fiscal and directs the efficient and effective function of the physical facility. Cross-listed with EADM 613.
EADM 515/GSAS 515 EA Research Design (3) Focuses on the role of the school leader or educator as a consumer (basic, applied, and orientational), a user (evaluation), and a producer (action) of educational research. As consumers, candidates learn how to identify, read, analyze, synthesize, evaluate, explain, and apply quantitative, qualitative, and mixed research. As users, candidates utilize descriptive statistics and data-driven decision making in problem based learning applications. As producers, candidates follow the structure of a research proposal to develop competency with the literature, methods, designs, and data analysis techniques germane to the field. Cross-listed with EADM 615.
EADM 524 Supervision of Teaching Methods/Classroom Management (3) Focuses on the role of the school leader in empowering teachers to deliver essential (standards based) effective instruction through supervision of that instruction. There will be discussion on various methods and models of evaluating instruction and pedagogical approaches as well as interrelationships among the school organization, curriculum development and diversity. Unwrapping standards and power standards are presented. Classroom management practices, a safe and orderly school learning environment and legal principles for both teacher supervision and school safety will be presented. All components of this course are aligned with the Interstate School Leaders Licensure Consortium Standards. This course may be presented as one of a cluster of four courses in the summer residency.
EADM 532 Technology for Administrators (3) Focuses on the role of the school leader in the appropriate use of media/technology, including ethical and legal issues. Aligning with the Interstate School Leaders Licensure Consortium Standards, an emphasis will be on the school leader’s use of educational technologies for the classroom (specifically planning, implementing, and monitoring for student achievement), data collection, information management, problem-solving, data-driven decision making, and communication. This course may be presented as one of a cluster of four courses in the summer residency. Cross-listed with EADM 632.
EADM 536 Personnel Management/Development (2) Focuses on the administrator’s role in the individual school: 1) identification of personnel needs, recruitment, screening, hiring, assignment and establishment of contractual arrangements; 2) contract management, grievance procedures and conflict resolution; 3) self-evaluation and clinical supervision; 4) staff development; 5) building of professional working relationships with faculty, staff, and support personnel. Examines technologies that support personnel management and development functions.
EADM 538 School Law (3) Examines constitutions; federal, state and local statutes; regulations and court decisions related to current issues and educational practice; and in-home, private, Christian and public schools. Examines issues of integrity, fairness, and ethics in the context of school law.
EADM 540 School & Community Relations (3) Themes include: conditions and dynamics of the diverse school community; emerging issues and trends that impact the school community; community resources and partnerships; importance of diversity and equity in a democratic society; and political, social, cultural and economic systems and processes that impact schools.
Focuses on how to build strong relationships in both internal and external school publics.
Emphasizes the various means of verbal and written communication of the school leaders and technologies that support management functions relative to promoting positive school community relations. Address planning and decision making processes for school emergency situations, including planning and provision for emergency counseling services.
ECUR 511 Curriculum, Methods & Assessment (3) Focuses on the role of the individual teacher in his or her classroom. Emphasizes curricula, methods of instruction and the assessment of pupil progress in daily lessons and units of instruction.
ECUR 540 Instructional Leadership & Student Academic Achievement (3) Focuses on the role of the school leader in being held accountable for curriculum practices that result in improved student achievement. The focus will be on the transformation of curriculum theory and practice from a concern with what should be taught and why we should teach it, to how to organize, build and then evaluate curriculum and instruction. Candidates will learn the principles underlying academic content and performance standards and develop leadership strategies for effective implementation of standards and multitask standards-based performance assessment. Legal and regulatory principles will be addressed. Interstate School Leaders Licensure Consortium Standards will be an indicator. This course may be presented as one of a cluster of four courses in the summer residency. Cross-listed with ECUR 640.
EDCS 520/GSAS 520 CS Individual Differences & Classroom Management (3) Focuses on a broad range of human individual differences relating to education and to human relationships. Understand the mediating effects of individual differences and apply this knowledge in developing educational and classroom management plans. Approved for ACSI methods credit at both the elementary and secondary levels.
EDCS 523 Christian Character Formation (3) Emphasizes the character qualities Jesus expected of his disciples—distinctive qualities of character that transcend good morality and that are typically unnatural to human nature. Propose educational strategies appropriate for home, school and church settings. Required for the Christian School Program; also approved for ACSI biblical studies credit. Prerequisites: EBIB 516, EBIB 517, EBIB 521, EDCS 505, EDCS 522. Cross-listed with EBIB 623.
EDCS 551/ECEL 751 Financial Management for Christian Schools (3) Development of sound fiduciary and biblically based principles and practices for stewarding Christian school resources.
EDCS 552/ECEL 752 Starting & Operating Christian Schools (3) Developing best practices and biblically based approaches to starting and operating Christian schools.
EDCS 553/ECEL 753 Staff Development for Christian Schools (3) Develop a biblically-based, personal approach to being discipled and discipling others for a holy nation citizenship. A biblical knowledge and skill base is provided to produce his leaders. Demonstrate discipleship knowledge and skills drawing from two application assignments and a variety of activating experiences.
EDCS 563 Instructional Strategies for Students Who Are At-risk (3) Be prepared to reach and effectively teach students who are at risk in the general classroom. Addresses topics such as curriculum-based assessment, accommodations, modifications and collaboration with other professionals and family members. Approved for ACSI methods credit at both the elementary and secondary levels. Cross-listed with EDCS 663.
EDIP 540 Philosophical Foundations in Education (3) Historical, political and philosophical foundations of education. While focused on U.S. education, emphasis on generalized principles and issues makes it relevant to all nations. Establishes a philosophical foundation of education and surveys various worldviews that affect education today.
EDIP 541 Developmental Leadership (3) Breadth of understanding or review of major
leadership theories, with a focus on development of models. Grow a depth of understanding concerning a particular developmental leadership model and apply the concepts and skills to certain situations. Utilize leadership skills to foster growth in the people with which you work, thus drawing out the leadership in the learner.
EDIP 542 Introduction to Curriculum & Instruction (3) Develop an understanding of biblical perspectives on the nature of learning and the ability to think critically about issues related to teaching and learning. Explore the components of effective instruction and learn how to implement instructional strategies that promote learning.
EDIP 543 Technology in Education (3) Increase learning and learner success by designing educational events that use instructional technology. Covers three basic areas of technology integration: planning, implementation and evaluation. Does not cover specific applications. Within this framework, various technologies and tools will be investigated for the purpose of determining which are best suited for particular instructional situations. Discusses broader issues regarding the usefulness and effectiveness of technology integration in education. The ultimate goal is to create a plan to integrate technology in your educational setting.
EDIP 544 Effective Communication, Conflict Resolution, and Negotiation (3) The key to healthy organizations is productive communication, conflict resolution, and negotiation. This course provides a communication-based perspective for organizations and leadership in a diverse society. Dyadic, small group, formal and informal communication, consensus building, conflict resolution and negotiation skills are just a few of the concepts to be studied in relationship to leadership effectiveness.
EDUC 500 Online Orientation (0) Required during the first semester of enrollment in some programs; acclimates students to Blackboard, the platform off which online classes are launched.
EFND 503 Leadership and Character Development (2) Focuses on the role of the school leader in two areas: (a) a recognition that the spiritual path of educational leaders will have a distinct influence on their professional practices, and (b) the important factors of the development of good character and resiliency in students. Specific attention will be paid to linking the Interstate School Leaders Licensure Consortium Standards and in developing a plan for responsibility and supervision of character integration in all facets of the learning environment. This course may be presented as one of a cluster of four courses in the summer residency.
EFND 504 Character Education (3) Participants will study the foundations of ethics, ethical behavior, and moral decision-making. Development of these ethical and moral value systems and their impact on individual character growth, within the context of historical and contemporary psychological theories and scientifically-based research. Students will be required to analyze character education: historical and multi-cultural perspectives, its effectiveness and necessity. The course also includes many practical strategies and methodologies for supporting character development with an emphasis on the affirmation of the principles of truth, justice, and love. Cross-listed with UIS 304.
EFND 510 Leadership & Biblical Integration (3) Focuses on identifying and applying biblical truths and principles to leadership and teaching. Emphasizes practical ways to integrate God’s truths and principles into leaders and teachers as “Living Curricula,” in to various subjects (curriculum), pre-K-12 and every component of a school or other organization.
EFND 598 Professional Project (1-4) Before the awarding of a degree, successfully complete a culminating experience. For most, the project will consist of providing evidence, in the form of a portfolio, that critical program competencies have been met.
EMEP 504 Developing Learning Opportunities for At-risk Students (3) Provides the knowledge base and experience necessary to identify and assess the needs of students with various learning, emotional and/or behavioral problems. Demonstrate the ability to synthesize and apply strategies that will create an appropriate environment according to your students' needs.
EMEP 505 Models of Leadership & Related Issues (3) Acquire the knowledge base and explore the experiences necessary for exemplary leaders. Issues of effective communication, collaboration and consultation skills, as well as various ways to demonstrate those skills will be reviewed in-depth. Choose effective micro, mid-level and macro leadership models for action depending upon your areas of emphasis. This course will examine various models of leadership and their effectiveness. Both contemporary and biblical examples are used to demonstrate skills and attributes of effective leadership and serve as models for assessing one’s personal leadership attributes. Among other items, the role of vision and culture within modern society are examined.
ETLC 541/GSAS 541 TL Child & Adolescent Growth & Development (3) Covers the physical, cognitive, cultural, social/emotional, spiritual, and psychological development of children and adolescents with an emphasis on knowing and understanding theories of human development to incorporate children’s individual differences and guide learning experiences. Considers individual differences (socio-economic, racial, ethnic, religious, physical and mental) with the approximate timing and effects of age-related changes and at-risk factors such as attention deficit disorder, substance abuse, child abuse and family disruptions on normal development. Children are studied in the context of family, culture and community. Emphasizes the importance of partnership with families and communities in the teaching and learning process. Cross-listed with UED 441.
ETSL 510/GSAS 510 Linguistics (3) Provides an introduction to the study and analysis of phonology (sound), morphology (word formation) and syntax (grammar) in human language. Focuses on English, but comparisons will be made to other languages.
ETSL 540 Multi-Cultural Education (3) Overview of principles and practices for providing effective instructional programs for linguistically and culturally diverse student populations. Explores current issues in multi-cultural education, with an emphasis on the second language learner and TESOL curriculum development. Includes examination of socio-cultural variables in the instructional setting. Cross-listed with UIS 440.
ETSL 560/GSAS 560 First & Second Language Acquisition (3) Review of research findings regarding child and adult first and second language acquisition with emphasis on the second-language learner and TESOL curriculum development, including identification and analysis of cognitive, affective, socio-cultural, and educational factors. Cross-listed with UIS 460.
ETSL 570/GSAS 570 Teaching Reading (3) Demonstration and examination of selected techniques and materials for teaching reading to non-English speakers. Range levels will include intermediate to advanced.
ETSP 553/GSAS 553 Language Acquisition & the Communicative Arts (3) This course prepares participants to develop students’ communicative competence through a focus of the language modes: listening, speaking, and writing. The course content addresses language development, language theories, and best practices of assessing and teaching language. Particular attention will be given to language difficulties of students with mild disabilities, and/or language deficit, and/or second language acquisition.
ETSP 554/GSAS 554 Assessing & Teaching Reading of Narrative & Expository Texts (4) This course will prepare participants to assess reading skills and to teach reading to student with mild disabilities and/or language deficit and/or second language acquisition. The course will specifically address reading processes, approaches, and stages, early intervention practices, corrective reading, diagnosis and remediation of reading problems, and assessment and instruction of reading in the content areas. Investigate and analyze record reviews and interviews; design, administer, and interpret tests; write reports; and design, implement, and critique instruction. The focus will be on the application and generalization of knowledge to realistic classroom situations.
ETSP 555 Collaboration & Consultation (2) In this course participants will acquire the necessary knowledge base and skills to collaborate and/or consult with other professionals, students, and parents. Particular attention will be given to teaming, collaborative consultation, and co-teaching.
ETSP 584/GSAS 584 Reading Service Delivery: Supervision & Current Trends (3) Examines current trends as well as methods and service delivery options. Demonstrate the ability to instruct and advise teachers in the skills necessary to differentiate reading instruction for both low- and high-achieving readers, as well as demonstrate an understanding of the needs of high achieving students and of strategies to challenge them at appropriate levels. Addresses the reading supervisor’s roles and responsibilities. Do field observations and interviews, literature reviews, case studies and interactive journaling. Prerequisite: all coursework leading up to the reading internship.
ETSP 585/GSAS 585 Reading Research, Curriculum & Technology (3) Examine major research in the field of reading and review, and investigate the use of technology in teaching and assessing reading, writing with associate skills of spelling and grammar, and research skills. Demonstrate the ability to guide students in their use of technology for both process and product as they work with reading writing and research. Examine and demonstrate an ability to teach reading and spelling curricula. Curricular materials and methods will include a children’s literature component in which you will demonstrate the ability to foster appreciation for a variety of literature and understand the importance of promoting independent reading and reading reflectively by selecting quality literature, including fiction and nonfiction, at appropriate levels. Prerequisite: all coursework leading up to the reading internship.
ETSP 600/GSAS 600 Autism Overview (3) This course is designed as an introduction to autism and will cover such topics as definition of autism spectrum disorders, language acquisition, behavior management, and autism and the law. This course is required for those students that intend to complete the autism certificate and who have not completed the Cross-Categorical Special Education masters program in addition to those that completed the masters program prior to December 2002.
ETSP 610/GSAS 610 Introduction to Identification and Assessment of Autism Spectrum Disorders (3) This course will introduce participants to the history, characteristics, and theory associated with Autism Spectrum Disorders to enhance understanding of autism. Participants will receive an overview of autism as an educational disorder including basic information regarding diagnosis of the condition. Designed to expand on the introductory knowledge gained in the Regent Cross-Categorical Special Education Program, content will provide an overview of the seven evaluation areas emphasized in federal law (vision, hearing, health/motor, social/emotional/behavioral, verbal & non-verbal communication, cognitive and adaptive behavior, and academic/vocational). Functional assessment for programming and IEP writing will also be addressed. Prerequisite – completion of the Cross-Categorical Special Education masters program (December 2002 and after), ETSP 600, or permission from Department Chair
ETSP 620/GSAS 620 Methods for Students with Autism Spectrum Disorders (3) This course explores the educational methods (including current research and best-practice) of students with autism. Strong emphasis will be placed on practical methods and strategies for teaching language/communication, reading, and appropriate behavior. Topics may include (but are not limited to): Sensory Integration, Applied Behavior Analysis, TEACH (Treatment and Education of Autistic and related Communication Handicapped Children), Picture Exchange Communication System (PECS), Cognitive Behavioral Methods, etc. Participants will complete a practicum as part of this course. Prerequisite – completion of ETSP 610 or permission from Department Chair
ETSP 630/GSAS 630 Autism Practicum Project (3) This applied project will require one to one contact with at least one autistic student. Academic and behavioral assessments will be completed and an analysis and report will be written on each assessment. These assessments will be used to write an IEP with emphasis on writing the PLOP (Present Level of Performance) and Objectives. A 4 week program (behavioral and academic) will then be designed and partially implemented. The program will include continuous assessment that is intended to guide instructional decisions.
UNIV LIB Information Research & Resources (0) Teaches basic competencies in the use of computer and related information technology research and resources, including use of the library. Enroll in the course in the first semester. Required for graduation. Pass/No Pass.