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Graduate Education |
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EG 5753 - Emergent Literacy (3)
This course focuses on how early language practices and the environment from birth to age five impact how a child learns to read and write. Theories of language development, cognition and learning will be highlighted along with study and application of various systems of language to the reading and writing processes. Course objectives include teaching phonemic awareness and phonics with an emphasis on speech production, teaching writing along with reading through children’s literature, understanding early literacy assessment tools, utilizing a variety of instructional groupings, and creating lifelong readers by focusing on story, vocabulary and comprehension. Special attention will be given to literacy acquisition for students from a wide-range of cultural, linguistic, and social backgrounds. Course objectives and topics are aligned with the Tennessee reading specialist standards and the International Reading Association’s standards for reading professionals (2010). Ed.S. sectional have additional assignments.
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EG 5763 - Reading in the Content Area (3)
This course is for candidates in the M.Ed. with reading specialty program. Candidates will practice strategies to help K-12 teachers in all content areas enhance student learning, particularly with relation to reading and writing. It emphasizes teaching activities, study strategies and specialized skills for learning content through reading a variety of text structures. The course provides an overview of how students learn to read and the importance of meta-cognitive skills in reading. The focus will be on strategies to help reading specialists recognize and respond to the variety of ability levels and linguistic and cultural backgrounds in a classroom. Ed.S. sections have additional course assignments.
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EG 5773 - Diagnosis and Remediation of Reading Difficulties (3)
The candidate will gain an understanding of the nature and multiple causes of reading difficulties and the appropriate selection, use and interpretation of formal and teacher-developed assessment tools to report, evaluate, and modify instruction for successful learning. The candidate will learn to communicate assessment data to family and other stakeholders in an effective manner that helps promote positive literacy connections between the home and school. This course requires a field experience in reading intervention. Ed.S. sections have additional assignments.
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EG 5783 - Literacy Coaching for Reading Specialists (3)
This course develops the skills and knowledge needed for the reading specialist to work with teachers as a coach and mentor. Candidates will be asked to employ the coaching knowledge, skills, and dispositions needed to facilitate job-embedded professional learning for teachers and other education professionals. Emphasis will be placed on the roles of the reading specialist as a resource provider, data coach, interventionist, and parent and community liaison. The candidate will understand the cycle of assessment and instruction, classroom and small group organization, and instructional coaching focused on literacy. Ed.S. sections have additional assignments.
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EG 5793 - Integrated Literacy (3)
This course is an in-depth look at using a variety of strategies for integrating reading, writing, thinking, speaking, and listening across the curriculum and developing vocabulary and comprehension skills. It will help students understand how to identify and explore quality literature. It will also focus on using informational and exemplary texts to teach content, as well as evidence-based writing. Lastly, the course will address scaffolding and differentiation strategies for all readers, including special needs, advanced and ELL.
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EG 5803 - Literacy Foundations and Standards (3)
This course is an in-depth look into research on how children become literate and the practical implications of this research for teachers. It focuses on equipping future teachers with the theoretical knowledge and pedagogical skills that will help them make appropriate assessment and instructional decisions as they teach children to become adept readers and writers. In addition, course objectives and topics are grounded in the five essential components of reading and the Common Core State Standards.
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EG 5813 - Reading Recovery 1 (3)
This course introduces teachers to reading recovery, its theoretical foundations, research, purposes and procedures. Classroom instruction is coordinated with the individual instruction of 10 at-risk students in an integrated field experience. Ed.S. sections have additional objectives.
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EG 5823 - Reading Recovery 2 (3)
The purpose of this class is to refine and expand the teacher’s level of awareness and understanding of how to effectively teach reading and writing to at-risk students. Ed.S. sections have additional objectives.
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EG 5836 - Comprehensive Literacy Acquisition (6)
This course will offer students an in-depth study of the concepts required for literacy acquisition in elementary students. Students will learn about current literacy assessments, how to administer the assessments, and how to use the literacy assessment data to drive instruction in reading and writing. Students will also learn about the balanced approach of literacy and make connections to embed that approach in the Common Core State Standards. In collaboration with their peers, students will plan and implement literacy lessons in all components of the balanced approach with direct focus on the five components of reading. Ed.S. sections have additional objectives.
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EG 5846 - Methods and Strategies for the Literacy Leader (6)
This course will prepare students to work effectively with students and adults in elementary school settings. Students will learn effective models and strategies of literacy coaching. In collaboration with their peers, students will participate in coaching rounds. Students will learn effective leadership strategies and models of collaboration. Successful completion of the course will result in students having strategies and protocols in place to be effective literacy leaders and coaches. Ed.S. sections have additional objectives.
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EG 5923 - Teaching Practicum (3)
This course is designed for students pursuing an Initial School Counseling License who do not have teaching experience. This practicum will prepare prospective school counselors to work collaboratively with educators by learning and applying evidence-based practices and strategies to develop classroom management techniques, plan for student learning, and assess learning.
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EG 5933 - Elementary/Middle Grades Counseling Practicum (3)
This supervised practicum course will give students an opportunity to develop counseling skills for working with a variety of clients in an elementary/middle level school setting. Students will gain hands-on experience under the supervision of a licensed professional school counselor by engaging in a variety of school counseling related activities. Ed.S. sections have additional course objectives.
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EG 5943 - Secondary Counseling Practicum (3)
This supervised practicum course will give students an opportunity to develop counseling skills for working with a variety of clients in an secondary level school setting. Students will gain hands-on experience under the supervision of a licensed professional school counselor by engaging in a variety of school counseling related activities. Ed.S. sections have additional course objectives.
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EG 6000 - Graduation Seminar (Non-credit and P/F)
This course is required for all M.Ed., M.S. and Ed.S. students in their final semester before graduation. Students will complete all graduation requirements for a M.Ed., M.S. or Ed.S. degree in the College of Education. Under the direction of their advisor or instructor, they will complete the portfolio of work begun in their first term, publicly present their cumulative action research project and complete a comprehensive exam case study.
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EG 6033 - Leadership in Collaborative Professional Learning (3)
The student will gain an understanding of varied collaborative professional learning models including professional learning communities, coaching (instructional, data and content area), mentoring, lesson study and online collaboration. Students will gain practical experience as members of a professional team in analyzing student work and data and creating lessons to improve student learning. Ed.S. sections have additional course assignments.
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EG 6093 - Cultural Perspectives in Schools (3)
Aside from introduction to various cultures and their norms, this course will explore how cultural perspectives influence the relationship among families, schools, and communities as related to instruction. This course also addresses the impact of socioeconomic, cultural, and linguistic differences and diversity issues on academic and social outcomes and applies interventions to meet the needs of a variety of students. Students will focus on culturally responsive factors that promote effective communication and collaboration with students, families, school personnel, and community members. Ed.S. sections have additional course objectives.
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EG 6213 - Instructional Design in an Online Environment (3)
Research on effective online instruction, strategies to foster student learning at higher levels in an online course and ways to assess student learning online will be central to this course. In addition to learning strategic planning for instruction, the candidates will exhibit skills and knowledge necessary to research, design and implement instruction in an online course. This course will also consider the continuing professional development needed to provide teachers with research-based online instructional strategies necessary to assist students in meeting academic standards and to prepare candidates to use a variety of classroom assessments appropriately. Ed.S. sections have additional course assignments.
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EG 6213 - Instructional Design in an Online Environment (3)
Research on effective online instruction, strategies to foster student learning at higher levels in an online course and ways to assess student learning online will be central to this course. In addition to learning strategic planning for instruction, the student will exhibit skills and knowledge necessary to research, design and implement instruction in an online course. This course will also consider the continuing professional development needed to provide teachers with research-based online instructional strategies necessary to assist students in meeting academic standards and to prepare teachers to use a variety of classroom assessments appropriately. Ed.S. sections have additional course assignments.
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EG 6233 - Leadership Behavior & Practice (3)
Candidates will be introduced to personal and professional ethics in leader behavior. Essential leadership traits of personal integrity, courage, resilience, and perseverance will be thoroughly examined. They will learn how to set high standards for self, model professional learning and establish a culture of personal and professional growth. Candidates will understand the value of leading by example as they move toward becoming a credible leader. They will learn how to change confrontation into positive practice and results by exploring ways to enter into critical conversations with various stakeholders. Candidates will additionally learn how to distribute personal ethics in leadership to others through equal access, opportunity, and inclusionary practices. They will learn how leaders can create positive environments of cultural competence and equity for all stakeholders. Additionally, they will understand the role of the school leader in the community and strategies to manage community circles. Ed.S. sections have additional course assignments.
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EG 6253 - Vision and Change for Leaders (3)
Candidates will be introduced to strategic planning and change management processes. They will learn how to create and conduct a needs assessment and use the resulting data to develop a comprehensive strategic plan to impact student learning. Candidates will also learn how to implement a strategic plan as a method for creating or changing school culture, which ultimately impacts students’ ability to learn and progress both academically and personally. Candidates will understand the necessity for the instructional focus to shift from teaching to learning. Ed.S. sections have additional course assignments.
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EG 6263 - Communication and Community (3)
Candidates will be introduced to a variety of communication styles utilized within the school environment. Students will learn how to craft effective messages based on information to be communicated and intended audience. Candidates will learn the value of business and community partners and the pivotal role effective communication plays in fostering these relationships. They will learn to leverage digital and social media. Additionally, candidates will learn how to match communication styles and messages to the appropriate stakeholder in order to maximize effectiveness. Ed.S. sections have additional course assignments.
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EG 6273 - Coaching Models and Practices (3)
In this course, candidates will investigate how the research supports a coaching model and the value of coaching in a learning organization. They will develop a personal definition of coaching, investigate various models of coaching, and practice a variety of coaching and questioning strategies. The importance of ethics in coaching, the identification of one’s personal values, and strategies for identifying a teacher-client’s core values will be emphasized. Candidates will create coaching agreements, anticipate the phases of a coaching relationship, and learn methods to develop trust and safety in the coaching relationship. Ed.S. sections have additional course assignments.
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EG 6283 - Developing Critical Cultural Competence (3)
This course will provide candidates the opportunity to develop an informed perspective on the social, cultural and political influences on our education system. After taking this course, candidates will better understand their roles in student achievement and how their own cultural lenses impact their relationships with students, teachers, and families. Additionally, candidates will experience and lead crucial conversations about race, ethnicity and linguistic diversity and apply strategies to bring a faculty closer to closing achievement gaps between groups. The goal of this course is to provide teachers, instructional coaches, and administrators with the tools to lead and to help others lead in a diverse environment. Ed.S. sections have additional course assignments.
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EG 6293 - Principles of Adult Learning (3)
In this course, candidates will demonstrate an understanding of theories and principles of adult development and learning, illustrate an understanding of their own development and experiences as learners, demonstrate their understanding of how to assess the needs and interests of adult learners, and illustrate how to apply concepts introduced in this course to the teaching and coaching of adult learners. More specifically, candidates will apply adult learning theory to the facilitation of professional learning for teachers. Ed.S. sections have additional course assignments.
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EG 6333 - Law & Ethics in Leadership (3)
This course will help candidates understand legal practices and the application of ethical principles in education. Candidates will learn how to ethically and equitably protect the rights of all stakeholders. They will study state and federal laws and how these impact educational leadership. Candidates will review relevant court cases and make applications to leadership practice. Attention will be given to how leaders apply the law ethically and equitably to all aspects of educational leadership and to all stakeholders. Ed.S. sections have additional course assignments.
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EG 6373 - Consultation & Collaboration (3)
In this course, candidates will focus on the characteristics and development of appropriate techniques for effective consultation and collaboration with teachers, school administrators, parents, support service personnel, and other community contacts. Candidates will study the role of the professional school counselor in the development and implementation of student service plans. They will learn common pedagogical techniques used in the classroom to provide consultation services as they apply to academic support. Interventions and accommodations available to students with various needs will be discussed. Ed.S. sections have additional course assignments.
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EG 6383 - Accountability, Research & Assessment (3)
This course will discuss the need for accountability as it relates to a school counseling program. Through the use of data analysis, candidates will focus on the goals and methods of evaluating achievement, program effectiveness, and student outcomes. Candidates will study various types of assessment used in schools, including criterion-referenced, aptitude, achievement, intelligence, career, personality, and behavioral assessments. Individual and group approaches to measurement and interpretation in school counseling will also be studied. Ed.S. sections have additional course assignments.
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EG 6393 - Professional Orientation & Management (3)
This course will provide an introduction to the professional roles, responsibilities, and identity of school counselors. Historical, philosophical, educational, and psychological foundations of counseling as well as current trends facing school counselors will be explored. Students will investigate how to design, develop, and implement a professional school counseling program. Ed.S. sections have additional course objectives.
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EG 6443 - College Access and Success-Elementary/Middle (3)
In this course, candidates will explore the process of career development and planning, career and lifestyle counseling, planning, and development with a focus on elementary/middle-level students. This course will address creating a college-going culture by focusing on college access and success. Exposing candidates to career opportunities and linking future plans with current actions will also be discussed. Ed.S. courses will have additional assignments.
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EG 6453 - College Access and Success-Secondary (3)
In this course, candidates will explore the process of career development and planning, career and lifestyle counseling, planning, and development with a focus on secondary-level students. This course will address non-academic factors for college readiness and academic preparation for college admissions, including the course selection, importance of GPA, and standardized testing. The college admissions process (types of colleges, how admissions works, and timeline) and paying for college will also be discussed. Ed.S. courses will have additional assignments.
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EG 6463 - Integrating Faith in Academic Disciplines (3)
This course addresses the goal of meeting both the intellectual and spiritual needs of students through the integration of faith in academic content areas as part of the college’s overall goal to provide all schools (Christian, private and public) with the best teachers the college can produce. While teachers are expected to be deeply grounded in their academic disciplines, this course is designed to help them identify areas that will promote the integration of faith and learning, create faith-integration learning activities in the classroom, to use faith-oriented scholarly resources and to ensure academic rigor while integrating faith. Topics to be included are developing learning outcomes, assignments and activities; maintaining intellectual rigor and perseverance in these products; and purposefully making faith connections throughout the planned units and lessons. Ed.S. sections have additional course objectives.
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EG 6473 - Guidance and Counseling (3)
This course examines the purposes and theories of individual and group counseling and applies them appropriately. Candidates will learn techniques for analyzing student behavior, utilizing technological resources, implementing educational planning, and applying classroom management strategies. Other topics explored include crisis intervention procedures, peer mediation and conflict resolution, and addressing common student concerns. Ed.S. sections have additional course assignments.
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EG 6483 - Instructional Leadership (3)
This course will focus learning on leadership practices which drive student achievement in schools. Students will learn how school leaders can analyze and use data (formative and summative) to make appropriate decisions. Students will analyze simulated TVAAS data to derive outcomes and make plans for next steps to ensure progress and growth. Student will also learn how to establish, maintain and lead professional learning communities within the school for the specific purpose of improving student achievement. Ed.S. sections have additional course objectives.
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EG 6493 - Evaluating Instructional Practice (3)
Students will learn how to identify, evaluate and promote effective instructional practice. Research-based instructional practices will be discussed in conjunction with how to recognize effective teaching as measured by student outcomes and state-approved teacher evaluation models. Students will learn how to provide high quality feedback and encourage reflective practices from the roles of evaluator, mentor and coach. Students will learn how to support teachers in the change process through collaborative conversations, student data and instruction for growth. Ed.S. sections have additional course objectives.
Prerequisite: Approval by the director of the appropriate program.
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EG 6523 - Technology Applications for Teaching & Learning (3)
The candidate will develop technology skills that facilitate student instruction and learning. This course will cover a considerable number of e-learning tools with social networking capabilities as well as abilities to engage students in quality collaborative projects. Additionally, research will be done to determine the latest developments and trends in the use of the Internet, tablets and other technology tools in the classroom. Ed.S. sections have additional course assignments.
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EG 6553 - Crucial Conversations and Political Implications (3)
This course will focus on a leader’s communication style and the different political structures in place to gain an understanding of how these impact and support the learning environment. Students will explore the relationship between communication and decision making that is valid and transparent from the stakeholder perspective. Students will learn a myriad of ways that political involvement can support student success and will define their personal communication style, decision-making style, and will create an effective communications plan that addresses a specific school need. Students will be required to collaborate with a mentor practitioner. Ed.S. sections have additional course objectives.
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EG 6573 - ORG3 Human Capital and Operations Management (3)
Students will learn best practices for leading human capital and school operations. Focusing on recruiting, hiring and retaining top staff, students will gain a greater understanding of the role of people, positions and roles within a successful organization. Students will learn the importance of intentional, diverse hiring practices. Students will work collaboratively with a mentor to learn essential operating procedures of the physical plant and its relationship to student achievement. Students will learn how to assess physical plant needs, establish and maintain a safe and clean environment, and record proper documentation for all physical plant matters. Ed.S. sections have additional course objectives.
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EG 6583 - ORG4 School Resource Management (3)
This course will address the educational leader’s role in managing resources. Students will learn federal, state and local requirements for ethical management of all educational fiscal resources including the creation and implementation of budgets. Additionally, students will explore other funding sources such as grants, donations and fundraisers. Attention will be given to the relationship between resource management and academic achievement. Students will be required to work collaboratively with a mentor during this course. Ed.S. sections have additional course objectives.
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EG 6633 - Technology and Problem-Based Learning (3)
This is a project-based class that explores using technology to solve problems more effectively, more efficiently, more innovatively and more collaboratively. A cross-curricular approach to creating and organizing engaging problems for candidates will be taken. Ed.S. sections have additional assignments.
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EG 6643 - Technology for Special Groups (3)
This course will develop skills for the instructional technology candidate who is learning to use technology to meet the needs of English language learners and students with special needs in the classroom. This class will prepare a candidate to be a technology coach or technology integration specialist. Ed.S. sections have additional assignments.
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EG 6653 - Intro to Educational Research (3)
This course will provide an introduction to empirical research within the field of education. Candidates will exhibit an understanding of educational research skills in design, methodology and basic statistical analysis. Emphasis will be placed on helping candidates locate, understand and apply educational research in practice. Candidates will implement learned skills to identify a project topic and complete a review of related literature. In some programs, candidates will be required to further develop the topic into an action research or specialized field project. Candidates in these programs will implement the project, analyze data, draw conclusions, construct recommendations, and formally present findings in subsequent course work and/or independent program requirements. This course serves as a prerequisite for EG 5663 or EG 6903 . Ed.S. sections have additional course assignments.
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EG 6683 - Legal & Ethical Practice (3)
This course examines the professional, ethical, and legal issues that impact professional school counselors’ responsibilities and students’ rights. Public policy and laws, court decisions, personal biases and limitations, and codes of ethics will be explored. Ed.S. sectional have additional course assignments.
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EG 6743 - Leadership in Balanced Literacy (3)
This course is an in-depth look into the theoretical and evidence-based processes of reading and writing instruction. It focuses on equipping future teachers with an expert foundational knowledge of literacy research and pedagogical best practices that will help them make appropriate decisions as an informed leader to plan and implement high-quality reading and writing instruction in a clinical or classroom setting. In addition, course objectives and topics are aligned with the Tennessee reading specialist standards and the Standards for Reading Professionals from the International Reading Association (2010). Ed.S. sections have additional assignments.
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EG 6753 - Emergent Literacy (3)
This course focuses on how early language practices and the environment from birth to age five impact how a child learns to read and write. Theories of language development, cognition and learning will be highlighted along with study and application of various systems of language to the reading and writing processes. Course objectives include teaching phonemic awareness and phonics with an emphasis on speech production, teaching writing along with reading through children’s literature, understanding early literacy assessment tools, utilizing a variety of instructional groupings, and creating lifelong readers by focusing on story, vocabulary and comprehension. Special attention will be given to literacy acquisition for students from a wide-range of cultural, linguistic, and social backgrounds. Course objectives and topics are aligned with the Tennessee reading specialist standards and the International Reading Association’s standards for reading professionals (2010). Ed.S. sections have additional assessments.
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EG 6763 - Reading in the Content Area (3)
This course is for candidates in the M.Ed. with reading specialty program. Candidates will practice strategies to help K-12 teachers in all content areas enhance student learning, particularly with relation to reading and writing. It emphasizes teaching activities, study strategies, and specialized skills for learning content by reading a variety of text structures. The course provides an overview of how students learn to read and the importance of meta-cognitive skills in reading. The focus will be on strategies to help reading specialists recognize and respond to the variety of ability levels and linguistic and cultural backgrounds in a classroom. Ed.S courses will have additional assignments.
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EG 6773 - Diagnosis and Remediation of Reading Difficulties (3)
The candidate will gain an understanding of the nature and multiple causes of reading difficulties and the appropriate selection, use and interpretation of formal and teacher-developed assessment tools to report, evaluate, and modify instruction for successful learning. The candidate will learn to communicate assessment data to family and other stakeholders in an effective manner that helps promote positive literacy connections between the home and school. This course requires a field experience in reading intervention. Ed.S. sections have additional assignments.
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EG 6783 - Literacy Coaching for Reading Specialists (3)
This course develops the skills and knowledge needed for the reading specialist to work with teachers as a coach and mentor. Candidates will be asked to employ the coaching knowledge, skills, and dispositions needed to facilitate job-embedded professional learning for teachers and other education professionals. Emphasis will be placed on the roles of the reading specialist as a resource provider, data coach, interventionist, and parent and community liaison. The candidate will understand the cycle of assessment and instruction, classroom and small group organization, and instructional coaching focused on literacy. Ed.S. sections have additional assignments.
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EG 6813 - Reading Recovery 1 (3)
This course introduces teachers to reading recovery, its theoretical foundations, research, purposes and procedures. Classroom instruction is coordinated with the individual instruction of 10 at-risk students in an integrated field experience. Ed.S. sections have additional objectives.
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EG 6823 - Reading Recovery 2 (3)
The purpose of this class is to refine and expand the teacher’s level of awareness and understanding of how to effectively teach reading and writing to at-risk students. Ed.S. sections have additional objectives.
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EG 6836 - Comprehensive Literacy Acquisition (6)
This course will offer candidates an in-depth study of the concepts required for literacy acquisition in elementary students. Candidates will learn about current literacy assessments, how to administer the assessments, and how to use the literacy assessment data to drive instruction in reading and writing. Candidates will also learn about the balanced approach of literacy and make connections to embed that approach in the Common Core State Standards. In collaboration with their peers,candidates will plan and implement literacy lessons in all components of the balanced approach with a direct focus on the five components of reading. Ed.S. sections have additional assignments.
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EG 6846 - Methods and Strategies for the Literacy Leader (6)
This course will prepare candidates to work effectively with students and adults in elementary school settings. Candidates will learn effective models and strategies of literacy coaching. In collaboration with their peers, candidates will participate in coaching rounds. Students will learn effective leadership strategies and models of collaboration. Successful completion of the course will result in candidates having strategies and protocols in place to be effective literacy leaders and coaches. Ed.S. sections have additional assignments.
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EG 6903 - Education Specialist Project I (3)
In this independent study course, the candidate will work with the instructor to select a real-world project in which to apply knowledge and competencies attained in the Ed.S. curriculum. It should be taken in one of the last two semesters of the Ed.S. program. The project may be completed in the area of instructional coaching, English language learning, reading, or educational leadership.
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EG 6913 - Education Specialist Project II (3)
In this second of two independent study courses, the candidate will work with the instructor to complete a real-world project in which to apply knowledge and competencies attained in the Ed.S. curriculum. It should be taken in the last two semesters of the Ed.S. program. The project may be completed in the area of instructional coaching, English language learning, reading, or educational leadership.
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EG 6933 - Elementary/Middle Grades Counseling Practicum (3)
This supervised practicum course will give students an opportunity to develop counseling skills for working with a variety of clients in an elementary/middle level school setting. Students will gain hands-on experience under the supervision of a licensed professional school counselor by engaging in a variety of school counseling related activities. Ed.S. sections will have additional course objectives. Ed.S. sections have additional course objectives.
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EG 6943 - Secondary Counseling Practicum (3)
This supervised practicum course will give candidates an opportunity to develop counseling skills for working with a variety of clients in a secondary level school setting. Students will gain hands-on experience under the supervision of a licensed professional school counselor by engaging in a variety of school counseling-related activities. Ed.S. sections will have additional assignments.
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EG 7103 - Leadership Theory and Practice (3)
This course links research and theory to the practice of effective leadership in educational settings. Course content will cover the history of organizational leadership and its practical applications. Participants will study examples of leadership approaches that have been successful in creating and sustaining positive, productive organizations. Participants will reflect on themselves as leaders and their abilities to identify, analyze and appropriately respond to challenges within complex, diverse educational environments. This course will also address the relationship between leadership, decision-making, data-driven assessment and collaborative problem-solving.
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EG 7113 - Brain-Based Research (3)
This course includes an examination of theory and research about cognitive development and perspectives on learning and education. Course content will include learning theories, domains of learning, levels of learning and exploration of modern research pertaining to brain-based learning and its potential application to educational practice. These principles will also be related to teaching, learning and leading adults who are engaged in education-related roles within learning organizations.
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EG 7133 - Organizational Theory and Practice (3)
This course examines research on organizational theory as it pertains to the effective management and leadership of a dynamic learning organization. Literature, case studies and class discussion will be used to study the analysis of organizational effectiveness, primarily in educational settings. Emphasis will be placed on strategic planning, continuous improvement, benchmarking, small- scale and large-scale change issues, team leadership and the role of organizational leaders.
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EG 7146 - Quantitative Research Methods in Education (6)
Participants will address questions that arise in educational research developed through quantitative research methodology. Participants will formulate research questions, explore appropriate statistical techniques, consider assumptions necessary to conduct the proposed research, analyze and interpret results, and summarize the findings. Quantitative methods to be studied include the general linear model-regression, correlation, analysis of variance, and analysis of covariance-using computer-based statistical analyses.
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EG 7163 - Studies in Comparative and International Education (3)
Participants will study comparative and international education through analysis of policies and practices that compose the organization, content and processes of educational systems and institutions. The course explores major educational trends at primary, secondary and post-secondary levels within a diverse global context. The course will also examine topics of continuing interest to educational policy makers, researchers and practitioners alongside national and international political, economic and cultural dynamics. The course will address policy reform initiatives that address key educational global challenges, approaches for generating and analyzing policy alternatives, and educational impact on economies and communities. This course may include an optional international experience lasting between seven to 10 days. A fee will be assessed to participating students to cover the cost of travel, lodging, meals and expenses.
A fee will be assessed to participating students to cover the costs of travel, lodging, meals and expenses.
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EG 7173 - Applied Research Seminar (3)
This course will provide an overview and exploration of qualitative, quantitative and mixed research and analysis techniques and how these methodologies might apply to doctoral research. Students will explore various approaches as well as consider the potential benefits and challenges of potential methodologies. At the culmination of this course, dissertation teams will be formally engaged in the design and research of their projects.
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EG 7183 - Legal and Political Issues in Leadership (3)
This course examines the legal, political and regulatory environments and ethical issues that impact educational organizations and influence their ability to effectively meet the challenges confronting education systems. Emphasis will be placed upon issues that are important to educational leaders who must negotiate, innovate and lead strategic change within these environments. (Eligible for transfer credit)
(Eligible for transfer credit)
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EG 7203 - Change Management (3)
This course examines the characteristics of successful learning organizations and the role of educational leaders as change agents. Participants will study change principles while considering various implementation challenges related to organizational structure, employee empowerment, communication, culture and strategic planning. Research within the field of change management will inform participants about how to identify, promote, achieve and sustain meaningful educational improvements and innovation. Participants will review and practice collaborative problem-solving and consensus-building techniques as well as individual and group communication strategies, among other best practices for effecting transformational change.
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EG 7213 - Qualitative Research Methods in Education (3)
This course focuses on qualitative inquiry including research design, major qualitative methods and techniques, data analysis and interpretation and ethical challenges in the qualitative research process. Participants will examine the appropriateness of qualitative research as a tool for answering research questions and explore qualitative methods/approaches including ethnography, grounded theory, phenomenological theory, case study, historical/narrative research and mixed methods. Students will explore various approaches to qualitative research and learn to formulate a research question; conduct an appropriate literature review; select the appropriate research participants; determine the data that needs to be obtained; develop the best strategies, methods and tools to be used in data collection; understand the reliability and validity concerns involved; code, store and analyze data; interpret the results; and write a quality research report.
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EG 7223 - Entrepreneurship in Education (3)
This course views the educational leader as an entrepreneur who must effectively shape and influence complex decision processes to translate vision into action. The course addresses the challenges of initiating and sustaining meaningful change in dynamic, complex and highly uncertain environments. Participants will discuss the roles of creativity and innovation in education, approaches to leading change and the significant barriers and unique opportunities for entrepreneurs in the field of education.
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EG 7233 - Strategic Planning and Assessment (3)
This course covers multiple business functions in an organization including resource allocations and financial management. The need in an organization to develop leadership teams that are equipped with group process skills is a prominent portion of the course. Developing an ability through a needs assessment to determine both short-term and long-term goals for the organization with a plan that outlines incremental steps to achieve the needs will be included. Participants will explore financial and accounting reports, resource allocation and strategies for matching resources to the desired outcomes. Strategic planning, driven by appropriate assessment of needs, will be a focal point for the course. (Eligible for transfer credit.)
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EG 7243 - Contemporary Issues in Education (3)
This course is designed to familiarize participants with select key issues in education and to model systematic evaluation of research and debate related to those issues. Examples of contemporary issues to be examined are reform efforts targeting productivity of educational systems, such as accountability measures; restructuring classroom instruction; school choice and privatization; data driven decision making; early childhood programs; the condition of higher education; and teacher and administrator recruitment, training and compensation policies. (Eligible for transfer credit)
(Eligible for transfer credit)
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EG 7253 - Ethical Behavior in Education (3)
This course builds on the program’s emphasis on ethical and moral responsibilities as educational leaders inspired by the Christian mission. Participants will study approaches to ethical decision-making and constructing and defending moral judgments that teachers and administrators face in today’s environments. In the course, ethical values in education and the significance of character and personal integrity for educational leaders in their professional settings and in the communities they serve will be explored. (Eligible for transfer credit.)
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EG 7313 - Leading Learning (3)
This course provides students with an understanding of strategies for leading instructional improvement with research-based, and results oriented practices for leading and sustaining principled and learner-centered community cultures. Students explore strategies guiding the instructional program to close achievement gaps, focus on instructional core and promote high expectations, rigorous academics, equity, fairness and respect among all members of the community. (Eligible for transfer credit)
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English Language Learning |
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EGEL 5013 - Theory and Practice in Second Language Acquisition (3)
This is an introductory course in second language acquisition which will expose students to terminology and concepts specific to the field of language acquisition. Students in this course will explore the human capacity for language and will discuss and encounter myths specific to language acquisition. Likewise, students will trace the development of the field by examining the ideas of theorists such as Chomsky, Krashen, Camale and Swain, Piaget, Vygotzky and others. Key concepts presented include inter-language development, transfer, comprehensible input, learner variables, language immersion vs. classroom instruction, and the role culture and society play in language acquisition. Ed.S. sections have additional objectives.
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EGEL 5033 - Grammar for ELL Teachers (3)
This course provides a description of English grammar for those planning to teach English. In this course, students will be reminded of theories of language learning previously studied and will compare grammatical structures and patterns present in different languages of the world. Theories related specifically to grammar instruction will be presented and students will be able to design their own activities as a result of this course. Specific models presented in this course include input processing (structure input and output). A discussion of what it means to teach grammar in terms of language acquisition is also substantive to the course and will include ways in which language (i.e., grammar) has historically been taught. Specific goals for students in this course include developing an understanding of English grammar (prescriptive and descriptive), analyzing methods by which grammar has been taught, and designing and evaluating materials designed to teach grammar. Additionally, students will be exposed to issues related to phonetics, linguistics and transcription using the International Phonetic Alphabet. Ed.S. sections have additional objectives.
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EGEL 5043 - Curriculum Design and Instruction in the ELL Classroom (3)
This course is designed to give students the skills they need to effectively teach in an ELL classroom. Students will be responsible for analyzing and critiquing lesson plans, creating language and content objectives, developing lesson and unit plans with appropriate sequencing of activities, choosing authentic spoken and written materials in order to differentiate instruction, and preparing and teaching rigorous curriculum in engaging ways for ELL learners. Specifically, students will consider principles critical to the ELL classroom which include making content comprehensive and participating in jointly constructed activities with students. Students will explore ways to teach that build their students’ academic language, a key process for ELL students. As a result of this course, students will be able to give clear instructions and directions, will learn effective ways to gauge comprehension, will provide effective instruction in terms of language content and will be able to reflect on the lessons and units they create in order to make appropriate modifications and/or adaptations for future lessons. Additionally, students will be provided with specific strategies related to reading and writing instruction and the development of academic literacy. Ed.S. sections have additional objectives.
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EGEL 5053 - Culture, Communication and Community in the ELL Classroom (3)
In this course, students will discuss the broader issues connected to the ELL teaching profession. Selected articles and texts will be chosen to stimulate students’ thinking about such topics as language and identity and language and power. Likewise, students will develop an understanding of cultural competence and factors related to participating in a culture other than one’s native culture. Further, this course will discuss cultural issues related to managing the second language classroom environment and will also discuss the significance of culture and school as it relates to building literacy in a second language. Ed.S. sections have additional objectives.
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EGEL 5063 - Practicum in ELL Teaching and Learning (3)
In this course, students will work both independently and with the professor in order to gain hands-on experience in the ELL classroom. Students will partner with ELL teachers, students and families in order to enhance their teaching and learning skills. Sample practicum activities include: English language teaching in after school programs, English language tutoring with after school or adult ELL programs, participating in ELL book studies, and working with outreach programs designed to educate and support ELL families. Students will complete a minimum of 12 hours of teaching/service to ELL students and families. Students will work with case studies to hone skills in building relationships, observing language use, analyzing and assessing language use, and making recommendations for progress.
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EGEL 5443 - Instruction and Assessment in English Language Learning (3)
In this course, students will know, understand and use evidence-based practices and strategies to plan, implement and assess standards-based ELL and content instruction for students with diverse linguistic backgrounds. Students will learn classroom organization techniques, program models and strategies for developing and integrating language skills. Issues and concepts of formative and summative assessment of ELL students and modification of assessments will be discussed. Students will review the state and federal requirements to identify and serve ELL students. This course is for students seeking initial licensure in K-6 and ELL. This course is designed to prepare ELL teachers to meet Tennessee Teacher Licensure Standards 3 (Instruction) and 4 (Assessment). It will help the graduate student to prepare for the Praxis Exam 0361 (II and III, Instructional Methods and Assessment Methods).
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EGEL 5453 - Foundations of Linguistics, Culture, and Language Learning (3)
This course will lead students to know and understand the major theories and research related to the structure and acquisition of language to support ELL students’ language and literacy development and content area achievement. Students will review major concepts of culture and learn to build a classroom community that honors the cultural richness and diversity all students bring to the classroom. Students will demonstrate collaboration skills that are necessary to work with families and other school professionals to serve the needs of all students. This course is for students seeking initial licensure in K-6 and ELL. It will help the graduate student to prepare for the Praxis Exam 0361 (I. Foundations of Linguistics and Language Learning and IV. Cultural and Professional Aspects of the Job) and Tennessee Teacher Licensure Standards I (Language), II (Culture) and V (Professionalism).
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EGEL 6013 - Theory and Practice in Second Language Acquisition (3)
This is an introductory course in second language acquisition which will expose candidates to terminology and concepts specific to the field of language acquisition. Candidates in this course will explore the human capacity for language and will discuss and encounter myths specific to language acquisition. Likewise, candidates will trace the development of the field by examining the ideas of theorists such as Chomsky, Krashen, Camale and Swain, Piaget, Vygotzky and others. Key concepts presented include inter-language development, transfer, comprehensible input, learner variables, language immersion vs. classroom instruction, and the role culture and society play in language acquisition. Ed.S. sections have additional assignments.
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EGEL 6033 - Grammar for ELL Teachers (3)
This course provides a description of English grammar for those planning to teach English. In this course, candidates will be reminded of theories of language learning previously studied and will compare grammatical structures and patterns present in different languages of the world. Theories related specifically to grammar instruction will be presented and candidates will be able to design their own activities as a result of this course. Specific models presented in this course include input processing (structure input and output). A discussion of what it means to teach grammar in terms of language acquisition is also substantive to the course and will include ways in which language (i.e., grammar) has historically been taught. Specific goals for candidates in this course include developing an understanding of English grammar (prescriptive and descriptive), analyzing methods by which grammar has been taught, and designing and evaluating materials designed to teach grammar. Additionally, candidates will be exposed to issues related to phonetics, linguistics, and transcription using the International Phonetic Alphabet. Ed.S. sections have additional assignments.
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EGEL 6043 - Curriculum Design and Instruction in the ELL Classroom (3)
This course is designed to give candidates the skills they need to effectively teach in an ELL classroom. Candidates will be responsible for analyzing and critiquing lesson plans, creating language and content objectives, developing lesson and unit plans with appropriate sequencing of activities, choosing authentic spoken and written materials in order to differentiate instruction, and preparing and teaching the g rigorous curriculum in engaging ways for ELL learners. Specifically, candidates will consider principles critical to the ELL classroom which include making content comprehensive and participating in jointly constructed activities with students. Candidates will explore ways to teach that build their students’ academic language, a key process for ELL students. As a result of this course, candidates will be able to give clear instructions and directions, will learn effective ways to gauge comprehension, will provide effective instruction in terms of language content and will be able to reflect on the lessons and units they create in order to make appropriate modifications and/or adaptations for future lessons. Additionally, candidates will be provided with specific strategies related to reading and writing instruction and the development of academic literacy. Ed.S. sections have additional assignments.
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EGEL 6053 - Culture, Communication and Community in the ELL Classroom (3)
In this course, candidates will discuss the broader issues connected to the ELL teaching profession. Selected articles and texts will be chosen to stimulate candidates’ thinking about such topics as language and identity and language and power. Likewise, candidates will develop an understanding of cultural competence and factors related to participating in a culture other than one’s native culture. Further, this course will discuss cultural issues related to managing the second language classroom environment and will also discuss the significance of culture and school as it relates to building literacy in a second language. Ed.S. sections have additional assignments.
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Special Education |
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EGSE 5023 - Special Education Disabilities (3)
Students are provided with an overview of a variety of conditions including high incidence disabilities, low incidence disabilities, spectrum disorders such as autism, attention deficit disorders, emotional and behavioral disorders, and the gifted and talented. These are examined with consideration to the psychological, physiological, social and educational characteristics of each. An emphasis is placed on causes, prevalence, diagnosis and intervention.
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EGSE 5033 - Special Education Law and Ethics (3)
Special educators are responsible for knowing the federal and state law that governs the supports and services for students with disabilities. In this course students will analyze the law and develop an understanding of communication and collaboration, preparing for and conducting meetings, accommodations and modifications, IEP writing, and transitional planning. This course will also cover the ethical and professional role of special educators including confidentiality, effective communication and writing skills, and self-reflection.
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EGSE 5043 - Special Education Teaching Methods (3)
Participants learn pedagogical strategies and techniques and philosophical underpinnings required for teaching exceptional students. Major topics include: characteristics of effective teaching; planning for instruction; creating effective lessons using a variety of approaches, effectively integrating technology; science instructional methods and math instructional methods.
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EGSE 5053 - Foundations of Applied Behavior Analysis (3)
This course covers the behavior theory, concepts, principles, and procedures related to modifying existing behaviors and acquiring new behaviors. Students will begin to understand behavior analysis through the exploration of philosophical assumptions, behavior terminology, verbal operants, and measurement concepts. These concepts will be explored by applying behavior principles to real-world scenarios. Students will examine how foundational concepts and principles can be used in various settings with a primary focus on the educational setting.
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EGSE 5063 - Research Methods in Behavior Analysis (3)
This course covers single-subject research methods used to evaluate the effects of interventions on existing behaviors. Students will begin to understand methods of measuring behavior (including data analysis), various experimental designs, the identification of problems and various assessment tools by applying these methods in real-world scenarios. Students will examine ways to use single-subject research methods in various settings with a primary focus on the educational setting.
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EGSE 5073 - Behavior Change Procedures (3)
This course covers fundamental elements of behavior change and specific behavior change procedures to modify existing behaviors and acquire new behaviors. Students will begin to understand behavior modification techniques such as measurement, positive and negative reinforcement, punishment, extinction, discrimination training, generalization, shaping, and schedules of reinforcement by applying these behavior principles to real-world scenarios. Students will examine how behavior change procedures can be used in various settings with a primary focus on the educational setting.
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EGSE 5083 - Program Design, Implementation, and Evaluation (3)
This course covers behavior change systems, intervention and behavior change considerations related to modifying existing behaviors and acquiring new behaviors. Students will begin to understand ethics, professional conduct, behavior change systems, and development, implementation, management, and supervision of behavior intervention plans by applying these behavioral principles to real-world scenarios. Students will examine how program design, implementation, and evaluation can be used in various settings with a primary focus on the educational setting.
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EGSE 5102 - Behavioral Field Supervision I (2)
Supervised independent fieldwork: This course is the first of three field supervision courses and will provide 25 hours of field supervision, fulfilling the requirement for supervision of 5% of the first 500 hours of field work for candidates pursuing a BCaBA or BCBA.
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EGSE 5112 - Behavioral Field Supervision II (2)
Supervised independent fieldwork: This course is the second of three field supervision courses and will provide 25 hours of field supervision, fulfilling the requirement for supervision of 5% of the second 500 hours of field work for candidates pursuing a BCaBA or BCBA.
Prerequisite: EGSE 5102.
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EGSE 5122 - Behavioral Field Supervision III (2)
Supervised independent fieldwork: This course is the third of three field supervision courses and will provide 25 hours of field supervision, fulfilling the requirement for supervision of 5% of the last 500 hours of field work for candidates pursuing a BCBA.
Prerequisite: EGSE 5112.
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EGSE 5133 - Ethical and Professional Conduct (3)
This course covers ethical and professional conduct, intervention and behavior change considerations, implementation, management, and supervision. Students will apply behavior analytic procedures, such as measurement, consideration of biological variables, observable/measurable behavior, identification of reinforcement, selecting alternative behaviors, and identification of contingencies governing behavior, by applying these behavioral principles to real-world scenarios. Through the ethical lens of ABA, students will examine how behavior analysis can be used in various fields including the field of education.
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EGSE 5143 - Advanced Applied Behavior Analysis (3)
This course covers the measurement (including data analysis), experimental design, behavioral change systems and school based applications of behavior analysis. Students will understand and apply behavioral modification techniques, such as measurement, consideration of biological variables, observable/measureable behavior, identification of motivators, selecting alternative behaviors and identification of contingencies governing behavior by applying these behavioral principles to real-world scenarios. Students will examine how behavior management can be used in various settings with a primary focus on the educational setting. This course contains a program comprehensive exam covering content in all BACB-approved course sequence courses.
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EGSE 5153 - Communication, Language, and Social Skills (3)
This course for ABA covers the development of communication, language and social skills for typically developing children, as well as the deficits seen in these areas in children with disabilities. Students will learn the link between communication and behavior, with an emphasis on Skinner’s Verbal Behavior model. They will also learn the importance of developing functional communication and instructional strategies to develop communication, language and social skills. Research-based interventions such as social narratives, video-modeling and functional communication training will also be discussed.
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EGSE 5163 - Business Essential (3)
This course will address the basics of building and maintaining a private business specifically geared to the future BCBA. Issues discussed will include insurance billing, managing employees, marketing and advertising, and business ethics. Students will learn how to start, develop and maintain their own business.
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EGSE 5173 - Autism Spectrum Disorders (3)
This course will address the specific characteristics of students diagnosed with autism spectrum disorder and how those characteristics manifest in a variety of environments. Students will learn how to analyze the characteristics when addressing behavior concerns. They will also learn about research-based interventions such as pivotal response training, incidental teaching and visual supports. Students will also learn about sensory dysfunction and fine motor deficits, as well as strategies to incorporate support in these two deficit areas.
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EGSE 5181 - ABA Research Seminar (1)
This course will allow students to complete their research project that they will begin in EGSE 5063 . This will be a single-subject research study related to the field of Applied Behavior Analysis. Students will complete their data collection, analyze the results using virtual analysis, write the results and discussion section of the paper, and learn about publication. The research will be conducted according to the ethical guidelines set forth by the Behavior Analysis Certification Board. Students will also complete their research presentation in this course.
Prerequisite: EGSE 5063.
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EGSE 5213 - Collaboration and Co-Teaching for Special Education (3)
The role of the special educator has changed in the last 20 years. Special Educators are now serving in a more collaborative role with general educators. They are often consulting and/or co-teaching in general education classrooms. This course will prepare students to work with other school staff, balance a caseload while supporting the needs of all students, and to effectively communicate with paraprofessionals. Specific strategies for collaboration, consultation, and co-teaching will be learned. In addition, the importance of communicating with families, as well as techniques to collaborate with families, will be discussed.
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