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Cybersecurity |
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MCYBR 520 - Technology Risk and Security for Networked Computers
Credits: (3)
Students will gain deeper understanding of risk specific to inter- and intra-networking of individual computer systems. The course focuses on risk and security related to small networks, and the connection of those networks to the broader Internet. Concepts covered include switches and routers; basics of IP addressing and subnets; DNS servers; firewalls; authentication and authorization; basic secure network configuration and systems administration; managing data; disaster recovery; backup recovery; change and configuration management practices. RMF (Risk Management Framework) elements covered include Categorization, Select, Implement, Assess, Authorize, and Monitor within context of networked computers including connections to Internet. Prerequisite(s): MCYBR 510 [Online]
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MCYBR 530 - Risk Management and Cybersecurity Capstone
Credits: (3)
This course is a culmination of the Risk Management and Cybersecurity for Professionals sequence enabling the student to demonstrate skills learned within a project area of interest for their future or current direction. All project proposals are reviewed by a faculty panel prior to project initiation. Final project completion is reviewed and approved by a faculty panel for successful completion. Prerequisite(s): MCYBR 520 [Online]
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Data Science |
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MDATA 500 - Introduction to Data Science and the Data Science Lifecycle
Credits: (3)
This course presents an overview of the discipline of data science: its goals, methods, tools, and scope. Additionally, the course provides understanding of the end to end lifecycle of a data science initiative, and the variety of data products in today’s world that are a result of applied data science. As one of the top skillsets sought within the data science community, the R statistical computing environment is leveraged throughout the course. Projects throughout course provide opportunity to demonstrate mastery of course concepts specific to data manipulation, statistical analysis, and associated exploratory visualizations against a “tidy” data set. Ethical issues surrounding data collection and use are discussed. [Online]
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MDATA 510 - Data Engineering and Data Munging
Credits: (3)
This course focuses on the data acquisition, cleaning, manipulation, transformation, and analysis portions of the data science lifecycle. Data engineering and data munging techniques related to a variety of formats are covered. Open data repositories from government organizations as well as social media sites and databases are explored. The R computing environment continues to be leveraged while also investigating numerous ancillary tools within the R community related to data transformation and visualization. Concepts that were discussed at a higher level in the introductory course are now investigated more fully against real world raw data that requires manipulation to achieve the “tidy” format. Projects throughout course provide opportunity to demonstrate mastery of data science concepts from data acquisition through data engineering and statistical analysis portions of lifecycle. Prerequisite(s): MDATA 500 [Online]
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MDATA 520 - Predictive Modeling Algorithms and Data Products
Credits: (3)
This course focuses primarily on the data product portion of the data science lifecycle, and the associated modeling algorithms. Topics are selected from statistical inference, regression, classification, machine learning, natural language processing, and neural network models. The course seeks to examine the assumptions, capabilities, limitations, and advantages of these models within the context of application areas. The R computing environment continues to be leveraged along with expansion to other key skills such as advanced data visualization including higher dimensional data. Projects throughout course provide opportunity to demonstrate mastery of data model and data product concepts. Prerequisite(s): MDATA 510 [Online]
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MDATA 530 - Data Science Applications
Credits: (3)
This course explores a variety of enterprise level data science applications across a broad spectrum of disciplines. While earlier data science courses focused on distinct portions of the data science lifecycle, investigation within this course follows the full end-end lifecycle for each selected application. Mastery of previous data science concepts enables students to now fully question and understand decisions made throughout the data science lifecycle. Topics selected rely on the analytic and technology skills from earlier courses, specifically R and associated tools. The commonality of data science lifecycle, approach, and technology, regardless of subject area, is emphasized. Students complete a high level capstone project proposal in preparation for Data Science Capstone. Prerequisite(s): MDATA 520 [Online]
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MDATA 600 - Data Science Capstone
Credits: (3)
This course is a culmination of the Data Science sequence enabling the student to demonstrate skills learned within a project area of interest for their future or current direction. Proposals for projects are submitted and reviewed by a cross-disciplinary faculty panel prior to project initiation. Final project completion is also reviewed and approved by a cross-disciplinary faculty panel for successful completion. Prerequisite(s): MDATA 530 [Online]
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Education |
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MEDUC 501 - Current Trends in Education
Credits: (3)
A study of the political, social, economic and intellectual forces currently shaping American education. Special attention is given to educational reforms since the 1960s, the role of the teacher in a democratic society, the challenges facing the contemporary teacher in an era of cultural diversity, changing family structures, technological change, drugs, the pressures for reform, and professionalism in teaching. Fall, Summer.
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MEDUC 502 - Learning Theory and Human Development
Credits: (3)
Designed to integrate teaching and learning theory. Current research related to child development, cognition, teaching practice and learning styles is explored. Field observations in a classroom setting are required (2 hours total). Spring.
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MEDUC 504 - Technology for Learning
Credits: (3)
Emphasizes an analysis of the application of technology for learning, including problem solving and assessment. Hands-on experience is emphasized in the exploration of the use of computer hardware and software, digital photography and the Internet. Copyright laws are also reviewed. One half-day of field observations in a classroom setting is required (3 hours total). Spring.
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MEDUC 505 - Management of the Curriculum
Credits: (3)
Provides an examination of the aims, processes, content and organization of curriculum within secondary school instruction. Particular focus will be given to the interface between student learning and teacher instruction, through a study of classroom management strategies. Theories of student learning in the middle and high grades, and the tools teachers need to connect instruction to learning, will be explored. Basic competencies in lesson and curriculum planning will be developed. Emphasis is placed upon the notion of discipline as integrating subject knowledge with certain teacher-student behaviors and classroom environments for that knowledge to translate into learning. For MAT Secondary only. Summer.
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MEDUC 506 - Mathematics in the Integrated Curriculum
Credits: (3)
Teacher candidates learn how to assist their pupils as they construct an understanding of mathematics. Focus will be given to teaching math skills within the context of problem solving, communication, connections and reasoning using many tools including manipulatives, technology, children’s literature and journaling. Taken concurrently with MEDUC 507 in the fall semester. Ten full days or 20 half days of field experience are required. Lab fee. Fall.
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MEDUC 507 - Science in the Integrated Curriculum
Credits: (3)
Presents modern methods for elementary science instruction via inquiry and Constructivist teaching principles. Teacher candidates will explore methods to stimulate children to wonder, to use process skills and to construct meaning of scientific principles and concepts. Taken concurrently with MEDUC 506 in the fall semester. Ten full days or 20 half days of field experience are required. Lab fee. Fall.
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MEDUC 512 - Instruction of Reading
Credits: (3)
Provides the teacher candidate the ability to use a representative array of research-based instructional techniques and strategies in the area of reading. Instructional routines and strategies in the five major components of reading instruction (phonological and phonemic awareness; phonics, spelling and word study; fluency development; vocabulary; and comprehension) suitable for various age and ability groups are emphasized. Throughout the course, teacher candidates will demonstrate their skill with the instructional routines and strategies by role-play, live demonstrations, critiquing good and inadequate models, and reviewing the research support available for those approaches. Taken concurrently with MEDUC 513 in the spring semester. Ten full days or 20 half days of field experience are required. Lab fee. Spring.
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MEDUC 513 - Social Studies in the Integrated Curriculum
Credits: (3)
Topics in multicultural education, history, geography, economics, political science, social science and current events are presented and integrated into the curriculum to enhance critical thinking and problem solving skills. Teacher candidates will have the opportunity to make literacy connections for each topic presented. Attention is given to a variety of strategies that include, but are not limited to, multiple intelligences, case study, concept formation, primary sources and values formation. Taken concurrently with MEDUC 512 in the spring semester. Ten full days or 20 half days of field experience are required. Lab fee. Spring.
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MEDUC 514 - Secondary Educational Assessment and Measurement
Credits: (3)
The theory and practice of formal (i.e., achievement, aptitude, etc.) and informal assessment (i.e., portfolio and outcome-based, etc.) are studied. Emphasis is placed on how to assess within the classroom and how to apply assessment information to classroom instruction. This course is taken concurrently with MEDUC 527 and MEDUC 536 or MEDUC 530 or MEDUC 540 or MEDUC 550 or MEDUC 560 during Internship I. MSDE approved. Spring.
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MEDUC 518 - Teacher Internship: Elementary
Credits: (8)
Provides the teacher candidate the opportunity to participate in observation and supervised student teaching in nearby elementary schools. Open only to teacher candidates enrolled in the MAT Elementary Program. Prerequisite(s): Successful completion of all professional and content courses. Internship begins in August and ends in December with attendance daily. Lab fee. Fall.
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MEDUC 520 - Teacher Internship: Art, Music, or World Languages
Credits: (8)
Provides the teacher candidate the opportunity to participate in observation and supervised student teaching in nearby schools. Open only to teacher candidates enrolled in the MAT Art, Music, and World Languages Program. Prerequisite(s): Successful completion of all professional and content courses. Internship begins in August and ends in December with attendance daily. Lab fee. Fall.
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MEDUC 521 - Teacher Internship: Secondary
Credits: (8)
Provides the teacher candidate the opportunity to participate in observation and supervised student teaching in nearby secondary schools. Open only to teacher candidates enrolled in the MAT Secondary Program. Prerequisite(s): Successful completion of all professional and content courses. Internship begins in August and ends in December with attendance daily. Lab fee. Fall.
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MEDUC 524 - Fundamentals of Educational Research
Credits: (3)
This course is designed to introduce students to research methods and ethical standards used in educational research. Students develop a research proposal for the M.Ed thesis, consulting with faculty in the area of concentration, and draft the Institutional Review Board application. Proposals must be approved for students to advance into MEDUC 525 . Fall.
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MEDUC 525 - Graduate Research Capstone
Credits: (3)
This course requires the completion of a research capstone project. The research project is individually determined and pursued by the student in consultation with a faculty member who serves as capstone advisor. Review and approval by the Education Department Graduate Committee is required in order to begin the project. Approval of the university’s Institutional Review Board may be required prior to beginning the project.
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MEDUC 526 - Literacy in Secondary Content Areas I
Credits: (3)
Provides teacher candidates with an understanding of the essentials of reading processes necessary for secondary students to become proficient readers. Participants gain an understanding of the following five areas: purposes and types of reading, methods of assessing reading, strategies and skills in reading, student-centered reading instruction and affecting dimensions of reading. MSDE approved. Field observations in a classroom setting are required (3 hours total). Fall.
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MEDUC 528 - Processes and Acquisition of Reading
Credits: (3)
Assists teacher candidates in understanding the reading acquisition process through observation and analysis of reading and written language development, and the study of current issues in reading research. It is organized around current, accepted, research-based theoretical models that account for individual differences in reading. Introduction to language structures including spoken syllables, phonemes, graphemes and morphemes is included in this course. Participants will apply knowledge of the core areas of language to reading acquisition in terms of first and second language acquisition, typical development and exceptionalities. Participants will be introduced to current scientific research. Field observations in a classroom setting are required (three 1-hour blocks total). MSDE approved. Spring.
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MEDUC 530 - Art Methods
Credits: (3)
Teacher candidates will become acquainted with the various media, techniques and principles of art. The course is designed to provide a basis for understanding, evaluating and developing students’ artistic abilities in grades pre-kindergarten through 12. Prerequisite(s): MEDUC 501 and MEDUC 502 . This course is taken concurrently with MEDUC 514 and MEDUC 527 during Internship I. Spring.
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MEDUC 532 - Materials for Teaching Reading
Credits: (3)
Assists teacher candidates in selecting and evaluating materials for teaching reading and related skills that are consistent with the findings of scientifically based reading research. Teacher candidates should leave this course with an understanding of research-supported programs, approaches and methods so that they can address different levels of reading proficiency within the classroom and enable students to become strategic, fluent and independent readers. Participants will be prepared to involve parents and members of the school and surrounding community to promote daily reading both inside and outside of school. Field experience is required (three 1-hour blocks total). MSDE approved. Fall
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MEDUC 535 - Graduate Research Capstone Completion
Credits: (1)
This course is designed for M.Ed. students who are in the process of revising their capstone. Students will be graded pass/fail based on work completed. Students may enroll in up to 3 credits in the course, or until the capstone is satisfactorily completed (five year limit from initial enrollment in program).
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MEDUC 536 - Content Area Pedagogy
Credits: (3)
Explores models of instruction and teaching methods that guide and support adolescent and young adult learning. Emphasis will be given to lesson and unit planning, communication and assessment strategies across the curriculum, and the use of instructional resources. Field experiences are discipline-specific, extend teacher candidate knowledge of teaching and learning. Prerequisite(s): MEDUC 501 , MEDUC 502 . This course is taken concurrently with MEDUC 514 and MEDUC 527 during Internship I. Spring.
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MEDUC 540 - Music Methods
Credits: (3)
Provides preparation and support for the variety of musical teaching opportunities within the elementary and secondary school classrooms. Teacher candidates will experience and evaluate a broad survey of methods and materials, from which they will begin to formulate original concepts and teaching philosophies and consider methods for inclusion in their present teaching situations as appropriate. Such concepts include the fundamental approaches of Emile Jacques-Dalcroze, Zoltan Kodaly and Carl Orff, as well as the modern philosophy of Edwin Gordon. The implementation of such important documents as the various state-mandated Standards of Learning and the National Standards of Music Education will be addressed as well as fundamental musical concepts, literature and professional development. Prerequisite(s): MEDUC 501 and MEDUC 502 . This course is taken concurrently with MEDUC 514 and MEDUC 527 during Internship I. Spring.
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MEDUC 543 - Globalization and Education
Credits: (3)
Students will study post-colonial developments in educational policies in the Sub- Saharan Cameroon, and compare these to developments in the United States since Brown v. Board of Education. Through this comparative approach students will be invited to reflect anew, from international perspectives, on the effects of globalization on U.S. educational policies, and on teacher-student relations in U.S. classrooms. As a culmination of their study, students will complete a final research project. The project will include a rigorous review of the literature. Students will collaborate with the professor on a topic related to globalization and education.
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MEDUC 550 - Methods of Teaching Languages in Schools
Credits: (3)
This course addresses the needs of teacher candidates who are preparing to teach a foreign language in the 7-12 school settings. The content of the course examines past and current theories of second-language acquisition. the national and state standards for language learning, techniques for designing unit and daily lessons, the use of technology in the delivery of instruction, and theories and practices for the design of performance-based assessment in the language classroom. Throughout the course students will receive practice in applying the theories examined both in simulation and in the field experience. Prerequisite(s): MEDUC 501 , MEDUC 502 . This course is taken concurrently with MEDUC 514 and MEDUC 527 during Internship I. Spring
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MEDUC 560 - Teaching Social Studies in Secondary Schools
Credits: (3)
Provides a foundation for classroom methodology and the development and delivery of NCSS and VSC standards-based instructional activities, lessons, and assessments for secondary school learners. Teacher candidates will engage in discussion regarding the reasons for social studies in a democratic nation and an increasingly diverse country and world. They will examine issues, trends and research topics related to social studies education. Teacher candidates will develop a working knowledge of differentiated instruction for students of all abilities, cultures, and learning styles during the accompanying field experience of Internship I, and they will learn about the importance of serving as role models and leaders who continue to grow professionally. Prerequisite(s): MEDUC 501 , MEDUC 502 . This course is taken concurrently with MEDUC 514 and MEDUC 527 during Internship I. Spring.
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MEDUC 598 - Independent Study: MAT
Credits: (3)
Topic varies. Requires permission from the instructor and chair of Education dept.
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MEDUC 599 - Special Topics: MAT
Credits: (1-3)
Supplements the department offerings by permitting the pursuit of special subjects of thematic or interdisciplinary interest. Topic varies. Prerequisite(s): Permission of the Chair of the Education department. (As needed)
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MEDUC 600 - Roles of the Literacy Specialist/Coach
Credits: (3)
Addresses the multiple roles that reading specialists play in K-12 schools. Through course readings, discussions and projects, students will develop the skills to summarize research studies, to plan and deliver research-based professional development workshops for colleagues, and to communicate data-driven decisions with K-12 learners, their parents, colleagues and policy makers. Fall, even years.
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MEDUC 601 - Advanced Processes and Acquisition of Reading
Credits: (3)
This course examines the theory and research of beginning reading and skilled reading as a backdrop for studying the processes and acquisition of reading for students who are linguistically diverse and neurodiverse. Fall, odd years.
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MEDUC 602 - Teaching Literacy to Linguistically Diverse Learners
Credits: (3)
This course emphasizes the prevention of and intervention for reading difficulties in emergent and early readers, including the appropriate placement, program planning, and ongoing assessment of linguistically diverse learners. The course advocates a literacy program of graphophonics, semantics and syntactics in teaching reading and writing. Classes will consist of student-facilitated discussion of common texts, public sharing of self-selected texts, journal writing, guest speakers, videos, web searches, and academic writing.
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MEDUC 603 - Teaching Disciplinary Literacy
Credits: (3)
Through this course the prospective reading specialist will identify and develop an understanding about strategies and skills required to read and write successfully in various disciplines. Methods of teaching literacy while building disciplinary knowledge are examined as are ways to deliver in-service training about particular methods. Adapting materials and instructional activities for the linguistically diverse and neurodiverse learners is featured. Spring, odd years.
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MEDUC 604 - Literacy Assessment Seminar
Credits: (3)
This course will provide prospective reading specialists an overview of norm referenced, criterion referenced, and performance assessments for the K-12 learner. Through case study analysis, students will gain skill in selecting and administering appropriate assessments and making recommendations for instruction to meet individual student needs including linguistically diverse and neurodiverse learners. Emphasis will be on the evaluation of commercial instruments, the uses of assessment data from national, state, local and classroom assessments, and the communication of assessment results to parents and school personnel. Spring, even years.
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MEDUC 605 - Literacy Specialist Practicum
Credits: (6)
This course provides prospective reading specialists with scaffolded opportunities to experience the multiple roles of the reading specialist. With a certified reading specialist as mentor and university-based supervisor, participants will develop a Professional Development Plan so as to further develop and demonstrate their proficiency with the International Literacy Association (ILA) Standards for reading professionals. Emphasis will be on collaborating with a school-based literacy team, using assessments to develop and deliver reading interventions to individuals and small groups of K-12 students in multiple settings at two sites, and designing and providing literacy workshops for other professionals, paraprofessionals, and parents. The Literacy Practicum culminates the program of study. Fall.
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MEDUC 606 - Teaching and Learning in Neurodiverse Classrooms
Credits: (3)
This course is designed to help reading specialist candidates embrace the strengths of neurodiverse students in order to help them thrive in school and beyond. The content learned in the class will afford candidates the knowledge necessary to create classrooms and schools where students with disabilities flourish alongside their typically developing peers. Specifically, candidates will explore 1) strength-based strategies, 2) understanding by design, 3) differentiation, 4) differentiation for neurodiversity, and 5) state accountability testing.
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MEDUC 610 - Foundations of Instructional Design & Technology
Credits: (3)
Examines theoretical frameworks and the influence of historical events on the development of the field of instructional technology. It examines current research to understand the role of technology in education reform, in today’s classroom, in business, and in decision making. Fall, odd years.
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MEDUC 611 - Equity, Access, & Citizenship in Digital Learning Environments
Credits: (3)
This course will prepare candidates to model and promote best practices in digital equity and citizenship. Candidates will apply concepts in legal and ethical issues, diversity, cultural understanding, and global awareness to facilitating effective technology use for communication, collaboration, and innovation in schools.
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MEDUC 612 - Instructional Design in Digital Age Learning Environments
Credits: (3)
This course uses a learning theory approach to instructional design. The approach structures learning for candidates as they create effective digital age learning environments and as they support teachers in developing instruction that is active, constructive and reflective to maximize learning for all students.
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MEDUC 613 - Integrating Technology in Teaching and Learning
Credits: (3)
Focuses on methods and management strategies for teaching with technology and assessing both student-generated and teacher-generated technology products. Students will use technology tools to collect and interpret data for the purpose of instructional planning. Spring, odd years.
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MEDUC 614 - Assistive and Adaptive Technology
Credits: (3)
In this course teachers plan, implement and evaluate student uses of adaptive and assistive devices. Summer, even years.
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MEDUC 615 - Distance Education
Credits: (3)
Students explore relevant concepts and issues in distance education through exploration of existing practices and theoretical foundations. In this course, students will collaboratively develop a distance education module and team teach/ facilitate an asynchronous learning environment. Prerequisite(s): . Fall, even years.
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MEDUC 616 - Role of the Technology Facilitator
Credits: (3)
Addresses the multiple roles of the technology facilitator in K-12 schools and business/industry settings. Through course readings, discussions and projects, students will develop the skills to summarize research studies, to plan and deliver research-based professional development workshops, to prepare a technology plan, to engage in facilities planning, and to address issues of security and legal and ethical uses of technology. Spring, even years.
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MEDUC 617 - Practicum in Instructional Design & Technology
Credits: (6)
Provides prospective technology facilitators the opportunity to participate on a school-based technology team. Partnered with an experienced technology facilitator or specialist, the prospective facilitator will engage in the daily tasks associated with using technology to enhance student learning, K-12. Fall.
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MEDUC 618 - Practicum in Instructional Technology
Credits: (3)
Provides prospective technology facilitators the opportunity to participate on a school-based technology team. Partnered with an experienced technology facilitator or specialist, the prospective facilitator will engage in the daily tasks associated with using technology to enhance student learning, K-12.
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MEDUC 619 - Multimedia Design and Theory
Credits: (3)
This course focuses on the role of multimedia in learning. Candidates will identify the uses of multimedia and survey available technology and software to develop media projects that meet the needs of all learners.
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MEDUC 621 - Principles of School Leadership and Administration
Credits: (3)
This course introduces the student to the principles of administration for education. Topics covered include governance, the principal as school leader, leadership self-assessment skills, and the central role of parents in education. Special emphasis will be placed on the development of the professional needs of administrators.
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MEDUC 622 - Strategic Planning and Leadership
Credits: (3)
The viability and sustainability of a school rests on two major factors: effective strategic planning and sound leadership. In this course students will be introduced to the fundamental principles of strategic planning for the school community in a collaborative process that charts the future direction of a school. Students will be acquainted with the tools for the development of appropriate goals, management of human resources, collection and use of data for decision making and the execution of the vision.
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MEDUC 623 - Curriculum, Instruction and Assessment
Credits: (3)
In this course strategies for curriculum design, implementation and assessment are developed and evaluated in response to political, social, economic, legal and cultural contexts. Specific attention will be given to instructional outcomes and content standards, technology integration and differentiated instruction. School leaders will develop strategies for assessment and analysis.
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MEDUC 624 - Improving Instructional Practice through Supervision
Credits: (3)
This course examines theory and research on teacher formation, the role of the school leader in professional development, models of supervision, and human resources management. School leaders will learn the competencies and skills of supervision such as observation, conferencing, evaluation and communication to improve instructional practices, classroom environment, and school culture. Helping school personnel attend to needs of the whole learner is the responsibility of the school leader.
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MEDUC 625 - Managing School Finances
Credits: (3)
The school leader must exercise good stewardship in assuring that the fiscal well-being of a school is maintained. In this course the student will learn the essential elements in developing a sound and workable budget. The student will be exposed to the budget language and the use of a chart of accounts in budget planning, the function of technology in monitoring a budget, and the inclusion of institutional advancement in thorough budget preparation.
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MEDUC 626 - Educational Policy and School Law
Credits: (3)
This course offers the student an overview of the current legal framework in which the school administrator works. Topics covered are the application of civil law to public and non-public schools, governance structures, and how the law impacts the school policy and operations.
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MEDUC 628 - Leadership Practicum I
Credits: (3)
This course is the first stage of the full-year practicum. This course provides practical experience to apply what has been learned about communication and leadership. Experiences will include management of the organization, effective leadership skills, and the use of technical skills to support teacher development. Students will also have the opportunity to deal with the day-to-day issues that typically confront school leaders. Students work with an administrator in a school. Students will be supervised and assessed by the administrator and a university supervisor. Students will begin developing a portfolio that will showcase their experiences as they relate to relevant national and state standards.
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MEDUC 629 - Leadership Practicum II
Credits: (3)
This course is the second stage of the full-year practicum. In this stage, students continue to develop and apply their skills in understanding the role of the leader while working in a school with their assigned administrator. Students will be supervised and assessed by the administrator and a university supervisor. In addition to experiences in management of schools, effective leadership skills, and the use of technical skills to support teacher development, students will also focus on applicable legal issues, managing school finances, supervision, and curriculum development and assessment. Additionally, students will address the day-to-day needs that arise within the school. Students will complete a portfolio that showcases their experiences as they relate to relevant national and state standards. This practicum follows the successful completion of MEDUC 628 (Practicum 1).
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MEDUC 630 - Fundamentals of Education Research
Credits: (3)
Designed to introduce students to quantitative and qualitative research methods. Students will apply their knowledge of research methods by conducting a critical review of the research (literature review) in an area of interest.
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MEDUC 631 - Graduate Research Capstone
Credits: (3)
This course requires the completion of a leadership capstone. The research project is pursued by the candidate in consultation with a faculty member who serves as an advisor. To complete MEDUC 631 satisfactorily and receive full credit, a student must score a 8/10 in every category of the scoring tool in order to meet Gateway 4 requirements. Students who do not meet the requirements for completion of MEDUC 631 in one semester can register for 1-3 credits until such time as all requirements are successfully met within a five year limit from the time of registration to the program.
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MEDUC 633 - Teaching the Adult Learner
Credits: (3)
This course presents key definitions in the study of adult education, reviews the history, purposes, and philosophy of the field, and examines issues of adult participation in educational settings. Recognizing the distinct and diverse needs of adult learners is emphasized.
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MEDUC 696 - PPAT Seminar
Credits: (4)
This course provides candidates with the knowledge and support to complete the Praxis Performance Assessment for Teachers (PPAT) as a component of Maryland certification requirements. Candidates will be given guidance aligned to PPAT through the teaching process as reflected by: a). assessment and data collection; b). instruction for student learning; and, c). implementing and analyzing instruction for student learning. Candidates will engage in professional activities including reflective inquiry and completion of a final portfolio aligned to the internship experience.
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MEDUC 698 - Independent Study: M.Ed.
Credits: (1-3)
Topic varies. Requires permission from the instructor and graduate director.
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MEDUC 699 - Special Topics: M.Ed.
Credits: (1-3)
Supplements the department offerings by permitting the pursuit of special subjects of thematic or interdisciplinary nature.
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MSPED 500 - Assessment in Special Education
Credits: (3)
Provides for the study, interpretation and use of a variety of commercial assessment tools used in the field of special education. Teacher candidates will collect and analyze data obtained in an inclusive classroom or special education setting. The data will be used to construct developmentally appropriate classroom activities. An emphasis on the role of technology in assessment is included. A field component is required (6 hours total). Offered as needed.
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MSPED 508 - Introduction to Exceptional Children
Credits: (3)
Explores the academic, behavioral and social-emotional characteristics of students having special needs. Specific handicapping conditions will be described, and behavioral management and classroom inclusion strategies will be presented.
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MSPED 509 - Elementary Education Curriculum Design and Adaptation
Credits: (3)
Explores ways to modify school curricula to accommodate differences in students’ learning styles. Theoretical bases for curriculum adaptation a well as practical application will be discussed. Teacher candidates will develop an awareness of assistive and adaptive technologies and their role in meeting the needs of all learners. A field component is required (6 hours total). Offered during May.
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MSPED 510 - Reading Assessment and Intervention
Credits: (3)
Assists teacher candidates in becoming proficient consumers and users of classic based assessments and assessment data. Instruction will focus on: building knowledge of the purposes of the assessment; types of assessment tools; how to administer and use several valid, reliable, well researched formal and informal assessments of reading; related skills of how to effectively interpret the results of assessments; and how to communicate assessment results in a variety of contexts. Teacher candidates will show that they can use assessment data to guide instructional decisions. Teacher candidates will demonstrate their abilities by selecting, administering, and/or interpreting assessments appropriate for screening, progress monitoring, diagnosing and outcome measurement. Two Field observations are required (Two 3-hour blocks total). Prerequisite(s): MEDUC 528 and MEDUC 532 . MSDE approved. Fall.
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MSPED 511 - Methods and Management for Inclusive Settings
Credits: (3)
Focuses on the study of teaching methods and classroom management techniques that facilitate the learning of students with special needs. Prerequisite(s): MEDUC 501 , MEDUC 502 and MSPED 508 . This course is for teacher candidates who are part of the Elementary/ Special Education Program. Two half-days of field observations in a classroom setting are required (6 hours total). Fall.
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MSPED 519 - Elementary/Special Education Internship
Credits: (8)
Designed to provide the teacher candidate the opportunity to participate in a three-tiered internship setting (regular classroom, inclusive classroom and resource room) under the mentorship of a special educator, a classroom teacher and a university supervisor. Prerequisite(s): Successful completion of all professional and content courses. Internship begins in August and ends in December with attendance daily. Lab fee. Fall.
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MSPED 599 - Special Topics
Credits: (1-3)
Supplements the department offerings by permitting the pursuit of special subjects of thematic or interdisciplinary nature.
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Health Administration |
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MHA 500 - Contemporary Issues in Health Care Administration
Credits: (3)
The historical, current, and future organization and delivery of the United States health care system is studied. Concepts and applications of the system are explored as well as comparisons with international health care paradigms. Introduction to the structure and functions of the medical care delivery system are explored and include issues of health care utilization, manpower, delivery, values, cost, access, and quality of health care. Human dignity and the sanctity of life are discussed as challenges to the provision of health care and serve as a framework from which health care administrators constructively view their work.
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MHA 501 - Organizational Communications
Credits: (3)
Oral and written forms of communication are vital for the organizational, interpersonal, and leadership skills for the health care administrator. The ability to organize and communicate thoughts in an effective, concise, and logical manner is of paramount importance in the rapidly changing health care environment.
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MHA 502 - Legal and Ethical Issues in Health Care Administration
Credits: (3)
This course introduces health care administrators to the legal and ethical complexities in the delivery of health care services, including many that evolve from medical advances and scientific research. The perspectives of the Catholic church on human dignity and the sanctity of life are discussed and serve as challenges in the administration of health care services.
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MHA 503 - Health Care Marketing
Credits: (3)
Knowledge and skills in marketing lead to the effective design and execution of various tactics in the modern health care environment. Emphases include an introduction to strategy, understanding the target market, effective competitive positioning, and managing the marketing mix of services and communications.
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MHA 504 - Contemporary Health Care Policy
Credits: (3)
Federal and state-level health care policies affect a wide range of issues, including access to care, quality, cost, and modes of delivery. The ethical implications of contemporary health care policies are explored. Emphasis is placed on how public policy influences manpower, values, needs, reimbursements, and regulation of individuals, insurers, and medical, and health care organizations.
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MHA 505 - Health Care Accounting and Financial Management
Credits: (3)
Concepts of managerial accounting, finance, and budgeting are essential for health care administrators. This course prepares the administrator to understand transactions, financial statements, operating and capital budgets, cost-benefit analyses, resource allocations, activity-based costing, and cost control mechanisms. Prerequisite(s): Accounting and Statistics.
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MHA 506 - Economics for Health Care Managers
Credits: (3)
The course examines the rudiments of micro and macroeconomics for managers, including the concepts of scarcity, opportunity costs, resource allocation, market processes, cost-benefit analysis, competitive environments, and the use of data analysis in management decision making applied to the health care sector. Effectiveness and efficiency of institutional, governmental, and health care organizations are examined from the economic point of view. Prerequisite(s): Undergraduate Economics.
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MHA 507 - Health Care Information Systems
Credits: (3)
Information management systems create a foundation for the integration between clinical and administrative management in today’s health care system. This course provides operational tools for the health care administrator to organize, manage, design, develop, and operate secure health care technology.
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MHA 508 - Leadership Assessment and Development
Credits: (3)
This course provides an overview and analysis of past and contemporary leadership strategies. Leadership skills are developed through organizational efficiencies and appropriate oral and written communications techniques. Leaders must demonstrate the importance of resolving issues in the health care organization, the community-at-large, and the whole of society.
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MHA 509 - Health Care Strategic Management
Credits: (3)
Strategic planning for the health care administrator requires the ability to evaluate the interplay and differences between various health care markets to formulate competitive advantages. Strategic planning processes require the administrator to understand their organization’s external environment, assess its internal strengths and weaknesses, and to formulate policies to gain a competitive advantage.
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MHA 510 - Health Care Operations
Credits: (3)
This course develops skills sets for healthcare managers and enables them to develop better strategy and foster performance improvement in today’s modern healthcare operation. Students will develop an understanding of evidence-based medicine and value based purchasing, balanced scorecards, project management and a focus on quality improvement using Six Sigma methodology.
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MHA 511 - Health Care Practicum
Credits: (3)
In this course, students will build upon their Six Sigma knowledge gained in MHA 510 . Upon successful completion of course readings, assignments and participation in a Six Sigma simulation and assessment students are certified as Lean Six Sigma Green Belts.
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Philosophical Studies |
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MAP 500 - Topics in Philosophy
Credits: (3)
An investigation of several approaches to a major issue in philosophy. This course can be taken for credit more than once as long as the topic studied varies. As needed.
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MAP 501 - Ethics and the Human Good
Credits: (3)
An inquiry into the nature of the moral good, the structures of moral agency and the proper criteria for making choices that bear on human beings and their well-being. Spring
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MAP 505 - Natural Theology
Credits: (3)
This course examines the truths about God that can be known through reason. It focuses principally on the natural theology of St. Thomas Aquinas and concludes with a discussion of contemporary approaches to natural theology. Fall, seminarians only.
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MAP 506 - Philosophical Anthropology
Credits: (3)
This course introduces students to the philosophy of the human person, tracing the development of philosophical anthropology through the writings of major philosophers, and culminating in the personalism of Pope John Paul II. Spring, seminarians only.
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MAP 510 - Great Figures
Credits: (3)
An investigation of the thought of a selected major figure (e.g., Plato, Aristotle, Plotinus, Augustine, Aquinas, Descartes, Locke, Leibniz, Hume, Kant, Husserl, Heidegger, Wittgenstein, Rawls) in the history of philosophy. This course can be taken for credit more than once as long as the figure studied varies. As needed.
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MAP 511 - Ancient Philosophy
Credits: (3)
An investigation of the development of Western philosophy from the Pre-Socratic period through Plato and Aristotle to Neo-Platonism. Fall.
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MAP 512 - Medieval Philosophy
Credits: (3)
An investigation of the development of Western philosophy from the early Middle Ages to the Renaissance. Spring.
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MAP 513 - Modern Philosophy
Credits: (3)
An investigation of the development of Western philosophy in the 17th and 18th centuries. Fall.
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MAP 514 - Contemporary Philosophy
Credits: (3)
An investigation of the development of contemporary philosophy through selected topics and readings. Spring.
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MAP 515 - Nineteenth-Century Philosophy
Credits: (3)
An investigation of selected topics and readings in 19th-century philosophy. As needed. As needed.
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MAP 518 - Philosophy of Knowledge
Credits: (3)
An investigation of the nature of knowledge and its properties, namely truth, certitude and probability. Readings representative of different historical periods will be studied. Spring
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MAP 521 - Metaphysics
Credits: (3)
An investigation of the nature of beings; topics examined include the one and the many, being and nonbeing, the nature of substance, monism versus dualism and causality. Readings representative of different historical periods will be studied. Fall
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MAP 522 - Philosophy of Religion
Credits: (3)
An investigation of the nature of religious experience and the relation between faith and reason. As needed.
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MAP 523 - Political Philosophy
Credits: (3)
An investigation of the nature of political society through an examination of the concepts of political authority, civil obligation, state neutrality, equality and just distribution. Spring, even years.
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MAP 526 - Philosophy of Law
Credits: (3)
An investigation of theories of the sources and nature of law, and of central legal concepts such as rights, obligation, punishment and unjust laws. Spring, odd years.
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MAP 529 - Existentialism
Credits: (3)
An exploration of major issues considered by 19th- and 20th-century existentialists, such as Kierkegaard, Nietzsche, Heidegger, Camus, Sartre and Marcel. As needed.
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