Jun 03, 2024  
2023-2024 Graduate Catalog 
    
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2023-2024 Graduate Catalog [ARCHIVED CATALOG]

Course Descriptions

Definition of Credit Hour

A credit hour (one) is defined as student/teacher interaction of not less than one hour and a minimum of two hours out of class work for 15 weeks. Application: Since several courses and some programs are delivered in a variety of formats, including distance learning, the driving force for delivering a credit hour commences with identifying learning objectives that can be delivered in the one hour/2/15 formula as noted in the definition. Using the definition and formula as noted above, granting more than one hour of credit for a course requires using the formula and increasing the student/teacher interaction, etc., via the learning objectives for the equivalent amount of credit hours desired for the course.
 
  

  • EG 6543 - Teaching Writing (3)

    This course provides an in-depth exploration of student’s efforts to become writers. Theoretical and practical
    strategies for establishing an effective writing environment, based on current research, are presented. Writing
    for a variety of purposes and audiences will be explored. Ed.S. sections have additional course assignments.
  

  • EG 6553 - Collaborations and Conversations (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.
  

  • EG 6573 - Human Capital and Operations (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.
  

  • EG 6583 - 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.
  

  • EG 6593 - Characteristics & Needs of Gifted Learners (3)

    This course is intended to serve as an introduction to gifted learners and gifted education. This course is designed to offer a basic introduction to the characteristics, terminology, theories, and specific needs of intellectually gifted students. Students will learn about the historical context of gifted education on a state and national level in addition to the larger theories that guide the field of gifted education. Characteristics, identification, and developmental features of gifted learners will be major topics and will include attention to diverse and underrepresented groups. Ed.S. sections have additional assignments. 
  

  • EG 6623 - Innovation in Instructional Technology (3)

    One of the major challenges in educational technology is its ever-changing nature. This course is designed to maximize the knowledge of current candidates and to promote inquiry into innovative uses of technology through class interaction. Topics for discussion could include but are not limited to effective use of classroom devices, use of vendor programs, digital citizenship, digital initiatives, social networking/podcasts/webinars, online staff development, maximizing limited resources, and STEM.  Additional requirements at the Ed.S. level.
  

  • 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.
  

  • 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.
  

  • EG 6653 - Ed.S. Capstone I (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. Candidates will explore and select a topic of study for a faculty professional learning session. Candidates will learn how to 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 6913 Ed.S. Capstone II.
  

  • EG 6673 - Curriculum, Planning, and Instruction for Gifted Learners (3)

    This course provides an understanding of curriculum development for gifted learners. Curriculum models, instructional planning, instructional strategies, curriculum design, and differentiation for gifted learners will be explored.  Students will have opportunities to
    plan lessons, evaluate resources, and modify curricula for gifted learners. Ed.S. sections have additional assignments. 
  

  • 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.
  

  • EG 6693 - Issues and Advocacy for Gifted Students and Underrepresented Groups (3)

    This course will include an introduction to policy and law affecting people with intellectual giftedness and other disabilities, and will review the role courts, legislators and advocates have played in shaping disability policy as it impacts gifted education and related fields. Special issues related to equitable assessment practices and planning supports for students from culturally, linguistically, and economically diverse backgrounds will be explored. Advocacy through collaboration with families, community resources and local agencies will be reviewed in light of impact on gifted education and related practices. Additional requirements at the Ed.S. level.
  

  • EG 6703 - Practicum: Theory and Practices in Gifted Education (3)

    This course provides an examination of various theories for program and curriculum design in gifted education including advanced academics approach, talent development frameworks, differentiated curriculum, and design for content standards. Students will apply theories to practice by implementing a series of lessons within a practicum setting and measuring student learning. The course also includes an emphasis on evaluating and developing appropriate programs and levels of services for gifted students, including students from underrepresented groups. Ed.S. sections have additional assignments.  
  

  • 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 Literacy Association’s standards for reading professionals (2017).  Ed.S. sections have additional assessments.
  

  • 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. 
  

  • 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.
  

  • 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.
  

  • 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.
  

  • 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.
  

  • EG 6843 - The Virtuous Leader (3)

    Candidates will be introduced to personal and professional ethics in leader behavior and will investigate what it means to lead with character. The framework of moral, performance, civic, intellectual, and spiritual character virtues will be thoroughly examined as candidates identify areas of strength and areas to strengthen on the path to educational leadership. Candidates will learn how to develop a professional vision statement, as well as how to lead stakeholders within the educational community in developing a vision statement as a lever of growth and change. Candidates will explore leadership models, with a focus on servant leadership, and self-assess their leadership skills to synthesize leadership models which align to their strengths. Candidates will learn how leaders utilize professional standards to make ethical decisions. Candidates will understand the intersection of character and leadership and realize the value of leading by example as they move toward becoming a credible leader, one easily followed. 
  

  • 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. 
  

  • EG 6853 - Leadership and Coaching in Literacy

    This course is an in-depth look into the theoretical and evidence-based processes of reading and writing and instruction. It focuses on equipping 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. This course develops the skills and knowledge needed for the reading specialist to work with teachers as a coach and mentor. Students 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 resource provider, data coach, interventionist, and parent and community liaison. The student will understand the cycle of assessment and instruction, classroom and small group organization, and instructional coaching focused on literacy. In addition, course objectives and topics are aligned with Tennessee’s reading specialist standards and the Standards for Reading Professionals from the International Literacy Association (2017).  Additional requirements at the Ed.S. level.

    Progression in Literacy Master’s
  

  • EG 6863 - School-Based Assessment (3)

    This course will discuss the need for accountability as it relates to a school counseling program. Through the use of data analysis, students will focus on the goals and methods of evaluating achievement, program effectiveness, and student outcomes. Students 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.  Additional requirements at the Ed.S. level.
  

  • EG 6913 - Ed.S. Capstone II (3)

    In this second course of the research progression, the candidate will work with the instructor/ advisor to complete the evidence-based, real-world capstone project proposed in Ed.S. Capstone I in which the candidate will apply knowledge and competencies attained in the Ed.S. curriculum. It should be taken in the last two semesters of the Ed.S. program following Ed.S. Capstone I. The project should be completed in the area of Ed.S. study focus selected. 
  

  • EG 6934 - Elementary/Middle Grades Counseling Practicum-Internship (4)

    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.

    $125 Practicum fee.
  

  • EG 6944 - Secondary Counseling Practicum- Internship (4)

    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. 

    $125 Practicum fee.
  

  • 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.
  

  • 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.
  

  • 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.
  

  • 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.
  

  • 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 includes an international experience lasting between seven to 10 days. 

    A fee will be assessed to participating students to cover the costs of travel, lodging, meals and expenses.
  

  • 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.
  

  • EG 7183 - Legal and Political Issues in Education 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)
  

  • EG 7203 - Change and Conflict in Education (3)

    This course examines the role of educational leaders as entrepreneurs, innovators, change managers, and conflict managers. Participants will explore change principles while considering various implementation challenges within dynamic, complex, and uncertain environments that include ever-changing organizational climates and cultural dynamics. Participants will also explore concepts of conflict management and how educators must assist others to successfully navigate environments of change and conflict. Collaborative problem-solving and consensus-building techniques and other best practices for promoting effective transformational change in education will be considered.
  

  • 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.
  

  • EG 7233 - Strategic Planning and Resource Allocation (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.)
  

  • 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)
  

  • 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.)
  

  • 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)
  

  • EG 7323 - Governance, Decision-Making and Communication (3)

    This course explores educational governance structures and processes among institutions, districts, boards, councils, state and federal departments of education, legislators and legislative processes, and auxiliary and advisory organizations. Participants will explore what educational leaders must understand about these organizational decision-making structures and processes as well as communication strategies required for effective implementation.
  

  • EG 7343 - Education Policy Seminar (3)

    This course examines select key issues in education policy, actors who shape education policy, the politics of education systems and funding, and historical and contemporary examples in the United States. Emphasis will be given to understanding and evaluating competing perspectives in education policy debates.
  

  • EG 7353 - Access, Equity, and Educational Opportunity (3)

    This course will examine the economic, political, and legal issues related to educational access, equity, and opportunity. Includes exploration of educational opportunity through various lenses such as poverty, race, health, family and community support, transience, early childhood learning, time out of school, language, culture, students with disabilities, and other known factors that influence achievement gaps and long-term outcomes for students at all levels of education and consider policies and strategies designed to eliminate barriers to educational success.
  

  • EG 7383 - Education Finance and Policy (3)

    This course will examine financing and budgeting systems and practices in American public education. This examination will include revenue sources, budgeting and approval processes, evaluation of budget decisions, judicial decisions and legislative involvement in school and higher education finance, and the impact of financial policies and systems on equity and the quality of educational opportunity. Includes exploration of the challenges facing policymakers and educators at all levels to ensure budgetary processes align with their priorities.
  

  • EG 7403 - Ph.D. Seminar I 3

    This course will introduce students to doctoral level research writing and help develop their understanding of the common content and organization of dissertation and research manuscripts, including an overview of research design principles and ethics. Content will include exploration and application of research ethics, responsible conduct in research, and other issues associated with human subjects research.  The student will begin examining leadership and policy research within their chosen academic discipline.

    College
    College of EducationDiscipline
    Ph.D. in Leadership and Policy Studies
  

  • EG 7433 - Statistics for Social and Behavioral Science 3

    Students interpret and analyze data using descriptive and basic inferential statistics applied to the social and behavioral sciences (e.g., t-tests, correlation, chi-square tests, analysis of variance, regression). An emphasis is placed on building a conceptual foundation of univariate and bivariate statistics within the general linear model. Students learn procedures to conduct appropriate statistical tests using statistical software, consider assumptions, report statistics appropriately, and make valid conclusions from the data. Students also apply their understanding of statistics through interpreting published research reports.

    College
    College of EducationDiscipline
    Ph.D. in Leadership and Policy Studies
  

  • EG 8013 - Doctoral Research I (3)

    Members of the cohort, working in teams of two to three, will undertake doctoral research that will extend throughout the year, culminating with a formal written and oral presentation to the client and to a doctoral committee. The project established and monitored by program staff involves research and analysis of an issue currently being experienced by a local educational, governmental or nonprofit entity. The project will be designed and implemented in coordination with the entity being served and will include the following (or approved variations thereof dependent upon the project):

    • analysis of the issue and thorough examination of the related research literature; 
    • design of methodology to collect data to be used in formulation of a proposed solution to the issue;
    • administration of the selected methodology and collection of data;
    • analysis of the collected data using appropriate quantitative or qualitative methods;
    • development of recommendations that might assist the educational entity with the issue being addressed;
    • formal presentation of the research and recommendations to the client and a doctoral committee;
    • detailed documentation of the responsibility and contributions of each team member.

    EG 8013 and EG 8023  will be graded as satisfactory/unsatisfactory by the Ed.D. faculty adviser. EG 8033  will be graded as satisfactory/unsatisfactory by a doctoral committee.
  

  • EG 8023 - Doctoral Research II (3)

    Members of the cohort, working in teams of two to three, will undertake doctoral research that will extend throughout the year, culminating with a formal written and oral presentation to the client and to a doctoral committee. The project established and monitored by program staff involves research and analysis of an issue currently being experienced by a local educational, governmental or nonprofit entity. The project will be designed and implemented in coordination with the entity being served and will include the following (or approved variations thereof dependent upon the project):

    • analysis of the issue and thorough examination of the related research literature;
    • design of methodology to collect data to be used in formulation of a proposed solution to the issue;
    • administration of the selected methodology and collection of data;
    • analysis of the collected data using appropriate quantitative or qualitative methods;
    • development of recommendations that might assist the educational entity with the issue being addressed;
    • formal presentation of the research and recommendations to the client and a doctoral committee;
    • detailed documentation of the responsibility and contributions of each team member.

    EG 8013  and 8023 will be graded as satisfactory/unsatisfactory by the Ed.D. faculty adviser. EG 8033  will be graded as satisfactory/unsatisfactory by a doctoral committee.  
  

  • EG 8033 - Doctoral Research III (3)

    Members of the cohort, working in teams of two to three, will undertake doctoral research that will extend throughout the year, culminating with a formal written and oral presentation to the client and to a doctoral committee. The project established and monitored by program staff involves research and analysis of an issue currently being experienced by a local educational, governmental or nonprofit entity. The project will be designed and implemented in coordination with the entity being served and will include the following (or approved variations thereof dependent upon the project):

    • analysis of the issue and thorough examination of the related research literature;
    • design of methodology to collect data to be used in formulation of a proposed solution to the issue;
    • administration of the selected methodology and collection of data;
    • analysis of the collected data using appropriate quantitative or qualitative methods;
    • development of recommendations that might assist the educational entity with the issue being addressed;
    • formal presentation of the research and recommendations to the client and a doctoral committee;
    • detailed documentation of the responsibility and contributions of each team member.

    EG 8013  and EG 8023  will be graded as satisfactory/unsatisfactory by the Ed.D. faculty adviser. EG 8033 will be graded as satisfactory/unsatisfactory by a doctoral committee.  
  

  • EG 8213 - Advanced Methods in Quantitative Research 3

    Students explore a variety of quantitative methodologies used in the social and behavioral sciences (e.g., ANCOVA, MANOVA, multiple regression, logistic regression, discriminant function analysis, and factor analysis). An emphasis is placed on applying multivariate approaches to design research, test hypotheses, and draw conclusions based on various research investigations. The course also includes an introduction to structural equation modeling including the use of path analysis. Students practice interpreting statistics from published research and apply statistical models appropriate for various research questions using computer-based software.

    College
    College of EducationDiscipline
    Ph.D. in Leadership and Policy Studies
  

  • EG 8313 - Policy Analysis and Change in Education (3)

    The course will focus on specific techniques of policy analysis: recognizing and defining a problem, researching and developing possible solutions; considering benefits and negative impacts of the alternatives; and presenting a policy recommendation designed to address the problem. Such analysis and policy development will provide students with deeper understanding of key topics, trends, and agendas in education policy and advocacy within education systems.
  

  • EG 8323 - Special Topics in Leadership and Policy (3)

    This course will explore significant problems, trends, issues, debates, and topics of current and/or special interest in education leadership, policy, and law. Topics will vary based on student interests and area of focus. May be repeated with a different topic.
  

  • EG 8403 - Ph.D. Seminar II 3

    This course will contribute to student preparedness to conceptualize and understand the purposes and applications of research and to understand responsible use of research to examination of complex topics and issues. Discussion will include the process of choosing a relevant topic for research that matters to the student and to the world, as well as how to move from the topic to conceptualization of a viable research plan. Students will create a sample research plan, review each other’s work, and discuss various alternative approaches. The course will include presentations by invited speakers and/or faculty members discussing their past and present research, challenges they have experienced, and highlight research conceptualization, approaches, methods, and/or data analysis.

    College
    College of EducationDiscipline
    Ph.D. in Leadership and Policy Studies
  

  • EG 8453 - Global Perspectives in Policy 3

    This course focuses on global theories and frameworks related to policy development and implementation in domestic and global contexts. Participants will explore policy-making, beginning with policy agendas, through policy origination, stakeholder involvement, decision-making, rules and legislation, implementation, and evaluation. Participants will also consider the impact of policy in different cultural and political contexts, including the complexity of different systems of governance, control, and accountability. Participants will also explore the importance of inter-cultural communication skills, ethics, culture, and accepted practices related to policy development and implementation. Exploration of variations in international practice and perspectives will be addressed through case studies, discussions, policy briefs, and readings.

    College
    College of EducationDiscipline
    Ph.D. in Leadership and Policy Studies
  

  • EG 8473 - Global Perspectives in Leadership 3

    This course explores research, theories, and practical applications of effective leadership in both domestic and global settings, including the development of leadership theory and an examination of different leadership models, systems, and schools of thought. Course content will include a focus on meta-analysis of research pertaining to leadership characteristics and practices across developed nations, particularly leadership approaches with demonstrated success in developing and sustaining positive outcomes. Participants will discover and discuss how culture impacts perspectives of leadership and will reflect on their own abilities to identify, analyze, and respond effectively to leadership situations and challenges in complex and diverse environments.

    College
    College of EducationDiscipline
    Ph.D. in Leadership and Policy Studies
  

  • 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.
  

  • 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.
  

  • 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.
  

  • 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.
  

  • 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.  
  

  • EGEL 5203 - Global Literature in the Linguistically & Culturally Diverse Classroom (3)

    This course focuses on reading critically global children’s and adolescent literature and the linguistic and cultural issues that surround this literature. We will explore the global literature that is available in the United States as well as the international literature published around the world for children and adolescents. We will examine the trends and the sociopolitical and pedagogical issues that surround this literature and discuss ways to engage with global literature to build intercultural understandings and global perspectives in linguistically and culturally diverse K-12 classrooms.  In addition, we will utilize critical literacy strategies to strategically read many global texts and discuss multiple perspectives.

    The program will examine second language acquisition theories, appropriate methods and materials, strengths and challenges teaching multilingual learners and learn effective research-based assessment strategies/instruments for English language learners (multilingual learners). 
  

  • 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).
  

  • 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).
  

  • 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. 
  

  • 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. 
  

  • 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. 
  

  • 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. 
  

  • EGEL 6203 - Global Literature in the Linguistically & Culturally Diverse Classroom (3)

    This course focuses on reading critically global children’s and adolescent literature and the linguistic and cultural issues that surround this literature. We will explore the global literature that is available in the United States as well as the international literature published around the world for children and adolescents. We will examine the trends and the sociopolitical and pedagogical issues that surround this literature and discuss ways to engage with global literature to build intercultural understandings and global perspectives in linguistically and culturally diverse K-12 classrooms.  In addition, we will utilize critical literacy strategies to strategically read many global texts and discuss multiple perspectives.

     

    The program will examine second language acquisition theories, appropriate methods and materials, strengths and challenges teaching multilingual learners and learn effective research-based assessment strategies/instruments for English language learners (multilingual learners). 

    Ed.S. sections have additional assignments.
  

  • 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.
  

  • 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.
  

  • 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.
  

  • EGSE 5053 - Foundations of Applied Behavior Analysis (3)

    This course covers the behavior concepts and principles related to modifying existing behaviors and acquiring new behaviors. Students will begin to understand behavior analysis through the exploration of behavior terminology, four-term contingencies, verbal operants, and measurement concepts. These concepts will be explored by applying behavior principles to real-world scenarios. Students will examine how behavior management can be used in multiple settings including the field of education.
  

  • 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 measurement, data display, and interpretation, and experimental design by applying these methods in real-world scenarios. Students will examine ways to use single-subject research methods in an educational setting.
  

  • EGSE 5073 - Behavior Change Procedures (3)

    This course covers specific behavior change procedures to modify existing behaviors and acquire new behaviors. Students will begin to understand behavior modification techniques, such as 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 management can be used in the field of education.
  

  • EGSE 5083 - Program Design, Implementation, and Evaluation (3)

    This course covers philosophical underpinnings of applied behavior analysis and selecting and implementing interventions 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.
  

  • EGSE 5102 - Behavioral Field Supervision I (2)

    Supervised Fieldwork: This course is the first of four 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 BCBA.
  

  • EGSE 5112 - Behavioral Field Supervision II (2)

    Supervised Fieldwork: This course is the second of four 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 BCBA. 

    Prerequisite: EGSE 5102.
  

  • EGSE 5122 - Behavioral Field Supervision III (2)

    Supervised Fieldwork: This course is the third of four field supervision courses and will provide 25 hours of field supervision, fulfilling the requirement for supervision of 5% of the third 500 hours of field work for candidates pursuing BCBA.

    Prerequisite: EGSE 5112.
  

  • EGSE 5132 - Behavior Field Supervision IV (2)

    Supervised Fieldwork: This course is the final field supervision course and will provide 25 hours of field supervision, fulfilling the requirement for supervision of 5% of the fourth 500 hours of field work for candidates pursuing BCBA.

    EGSE 5122
  

  • EGSE 5133 - Ethical and Professional Conduct (3)

    This course covers ethical and professional conduct including the BACB Ethics Code for Behavior Analysts (BACB, 2020). Students will apply behavior principles and the BACB Ethics Code for Behavior Analysts to real-world scenarios. Through the ethical lens of ABA, students will examine how behavior analysis can be used in the field of education.
  

  • EGSE 5143 - Advanced Applied Behavior Analysis (3)

    This course covers behavior assessment (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 behavioral management can be used in the field of education. This course contains a program comprehensive exam covering content in all ABAI verified course sequence courses. Students must pass this comprehensive exam in order to pass the course.
  

  • 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.
  

  • EGSE 5163 - Business Essential (3)

    This course covers business essentials for the profession of Applied Behavior Analysis. The course will cover philosophical underpinnings, personal supervision and management, ethics of the profession, basic skills needed to run a small business, billing strategies for mental health.
  

  • 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.
  

  • 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.
  

  • EGSE 5213 - Methods of Inclusive 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 effectively communicate with paraprofessionals. Specific strategies for collaboration, consultation, and co-teaching will be learned. In addition, this course will prepare candidates to meet their students’ needs through supports, accommodations, and modifications in the general education classroom.
  

  • EGSE 5223 - Building Supportive Learning Environments (3)

    This course covers the key elements of classroom support for a special or regular education classroom. Students will explore various classroom discipline and management models and their relationship to degrees of teacher and student control. Particular attention is given to understanding how a teacher’s behavior and/or instructional strategies, styles, and techniques affect student behavior and learning. The course also includes 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, 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.
  

  • EGSE 5233 - Complex Disabilities (3)

    Understanding individual student needs is essential for a special educator. The primary purpose of this course is to help students learn about the various needs of students with severe/profound and multiple disabilities as described in the federal law, including issues related to postsecondary transition.  Students will learn how to use assistive technology to meet the needs of students.  This course will also introduce alternative assessment, how to determine when to use and how to implement for appropriate students.
  

  • EGSE 5313 - Methods of Complex Disabilities (3)

    Understanding individual student needs is essential for a special educator. This course will include key issues related to teaching students with complex disabilities including instructional methods, transition, and data collection. Candidates will learn to assess and plan intervention to meet students’ individual needs. Intervention development for students with autism will also be discussed.

     
  

  • EGSE 5413 - Disabilities Across the Lifespan

    This course will cover major categories of disabilities, their etiologies, characteristics, and strengths and how those disabilities affect individuals across the lifespan. Additionally, the impact disabilities have on a family through the years will be covered. Assessment considerations and individualized supports for individuals will also be discussed.
  

  • EGSE 5423 - Disability Law and Advocacy

    This course will include disability law such as ADA, IDEA, and 504 and how these laws are crucial to accessibility for individuals with disabilities. Case law will be reviewed to determine how it applies to different work environments. Advocacy concepts will be discussed and how individuals can advocate for people with disabilities in both the legislature and public settings.
     
  

  • EGSE 5433 - Introduction to Assistive Technology

    This course provides an introduction to the diversity of assistive technology from low and high tech systems. It places an emphasis on impact and relevance for individuals with disabilities. Essential terminology for assistive technology that will be used throughout the program will be discussed, as well as the history and legal aspects of assistive technology.
  

  • EGSE 5443 - UDL and Accessibility

    This course explores the concepts of universal design for learning and differentiated instruction as it applies to the integration of assistive technology. Specific applications for inclusion of individuals with disabilities will be identified for both educational and vocational areas. Online tools and accessibility will also be discussed.
  

  • EGSE 5453 - AT Assessment and Considerations

    This course will explore the process for evaluating the need for assistive technology. Best practices will be discussed for first determining the needs of the individual, evaluating the setting, and then choosing tools to meet those needs. The importance of considering multiple types of individual supports will be discussed. In addition, the course will look at the necessary steps to implement assistive technology and monitor effectiveness.
     
  

  • EGSE 5463 - Assistive Technology for Employment and Independent Living

    This course provides an overview of assistive technology accommodations and public policy related to independent living for individuals with disabilities throughout their life span. There will be a focus on assistive technologies that support daily living tasks and workplace accommodations and how those technologies improve the performance of daily living and work activities for individuals with disabilities. Additional topics will include transportation barriers, workplace accommodations, augmentative communication supports, and mobility needs.
  

  • EGSE 5493 - Practicum in Assistive Technology

    This course will allow students to experience assistive technology in a practical setting.
  

  • EGSE 6023 - 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. Ed.S. courses have additional assignments.
  

  • EGSE 6033 - 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. Ed.S. sections have additional course assignments.
  

  • EGSE 6043 - Special Education Methods (3)

    Candidates 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. Ed.S. courses have additional assignments.
  

  • EGSE 6213 - Methods of Inclusive 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 effectively communicate with paraprofessionals. Specific strategies for collaboration, consultation, and co-teaching will be learned. In addition, this course will prepare candidates to meet their students’ needs through supports, accommodations, and modifications in the general education classroom. Ed.S. courses will have additional assignments.
  

  • EGSE 6233 - Complex Disabilities (3)

    Understanding individual student needs is essential for a special educator. The primary purpose of this course is to help students learn about the various needs of students with severe/profound and multiple disabilities as described in the federal law, including issues related to postsecondary transition. Students will learn how to use assistive technology to meet the needs of students. This course will also introduce alternative assessment, how to determine when to use and how to implement for appropriate students. Ed.S. courses have additional assignments. 
 

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