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EDU 5002 - International Teaching Practicum
Credits: 3
This course will enable you to experience education in a cross-cultural environment. You will observe schools and teachers and interact with other national educational personnel and students. You will teach in schools and receive pre-service orientation, on-site orientation, field supervision and post-field experience, including debriefing and evaluation.
Graduate
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EDU 5101 - M.A.T. Program Orientation
Credits: 0
This course must be taken during an orientation prior to the first semester of enrollment in the M.A. in Teaching program. This course introduces new candidates to the knowledge, skills, and dispositions related to being successful in the M.A.T. program. Candidates will gain an understanding of the conceptual framework that guides the program and review important elements of the M.A.T. program handbook, including Standards of Conduct for South Carolina educators, field experience policies and procedures, and an introduction to Expanded Assisting Developing and Evaluating Professional Teaching (ADEPT). The orientation is scheduled during the first days of Fall and Spring semesters. A program orientation fee is charged. (Satisfactory/Unsatisfactory).
Prerequisite(s): Admission to the M.A.T. program.
Graduate
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EDU 5115 - Educational Administration
Credits: 3
This course examines the role of the Christian school administrator and the broad scope of the duties associated with the role. Emphasis is placed on leadership theory; personal leadership style; working with faculty, board, parents, and community; developing mission-driven, data-informed decisions; and understanding and communicating a biblical worldview.
Graduate
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EDU 5135 - Contemporary Educational Issues
Credits: 1
Through the use of group discussion, centered on selected educationally-related literature, students will develop familiarity with important historical and contemporary educational issues and the ability to critically interpret and discuss. This course is repeatable.
Graduate
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EDU 5331 - Understanding the Learner
Credits: 3
This survey course targets the behavior and development of humans from birth through adolescence, emphasizing developmentally appropriate practice in early childhood and elementary education. Students study the characteristics of major developmental stages, what brain research reveals about teaching and learning, and the implications of culturally diverse and at-risk student populations. Students will consider how all of these characteristics, needs, and implications should affect choices in instructional design and the learning environment, all based upon a biblical worldview. (3)
Graduate
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EDU 5400 - Principles of Bible Curriculum Design
Credits: 3
This course covers principles of curriculum design with application to the preparation of curriculum for Bible teaching. Existing Bible curricula are evaluated in order to determine the philosophical basis for their construction. Students design original Bible courses and units on various grade levels for use in varied teaching environments.
Prerequisite(s): Admission to the MABT program or Program Director approval.
Graduate
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EDU 5415 - Crisis Care for Children in Trauma
Credits: 3
This is a foundational course to train those who work or plan to work with children experiencing trauma. Central to most children’s trauma is the loss of security and protection of family and home. This course will teach fundamental issues relating to children who are experiencing parental divorce, HIV/AIDS, refugee resettlement, war casualty, and sexual exploitation and other trauma. The course will also train students in effective intervention principles that promote healing and facilitate closure to childhood traumatic experiences. Emphasis will be placed upon the exploration of holistic ministries.
Graduate
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EDU 5416 - Crisis Care for Orphans and Vulnerable Children
Credits: 3
The material in this course provides an overview of the situation of orphans and vulnerable children (OVC) worldwide. You will gain an understanding of the lives, needs, and impact on children when losing their families and homes. Several components of holistic orphan care are discussed and for orphans who require out-of-home care, successful examples of alternative parental programs are given, Advocacy on behalf of orphans and vulnerable children is highlighted as key to changing some current practices that hinder effective orphan care.
Prerequisite(s): EDU 5415
Graduate
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EDU 5417 - Crisis Care for Street Children
Credits: 3
This course provides an understanding of the impact of street life on a children and their behavior. Children who end up on the streets become powerless, voiceless, vulnerable to all forms of exploitation, and at great risk of becoming perpetrators of violence themselves. The course focuses on long-term holistic care, discussing various effective prevention and intervention principles and strategies. Attention is also given to the particular stresses street workers experience and to strategies for keeping them emotionally and physically healthy.
Prerequisite(s): EDU 3415 /EDU 5415 ; Letter grade.
Graduate
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EDU 5430 - Authentic Assessment
Credits: 3
This course is designed to introduce students to varying methods of assessment procedures in order for them to establish a foundation for constructing or choosing various forms of assessments and interpreting and reporting the results in order to gauge student educational progress.
Prerequisite(s): Admission to the M.Ed. program
Graduate
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EDU 5431 - Assessment for Reading and Content
Credits: 3
Surveys assessment principles guiding instructional design across content areas. Emphasis is given to administering, interpreting, reporting, and implementing assessment tools for early childhood and elementary with an emphasis on literacy progress. This course is part of the 12-credit hour South Carolina Read to Succeed requirement. (3)
Prerequisite(s): Admission to the MAT program OR Program Director Approval.
Graduate
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EDU 5432 - Methods of Inquiry-Based Learning in the Content Area
Credits: 2
Focuses on teaching early childhood and elementary social studies, science, and health. Emphasis is placed on designing developmentally appropriate, inquiry-based instruction using methods and materials to promote learning in early childhood and elementary years. (2)
Prerequisite(s): Admission to the M.A.T. program or program director approval.
Graduate
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EDU 5440 - Teaching Bible
Credits: 3
This course is designed to enable the teacher of Bible to develop a philosophy of Bible teaching and to follow a preparation procedure that will ensure that the purpose for which Scripture was given will be accomplished. Special emphasis is placed on how to plan daily lessons following the pattern of biblical revelation and teaching with integrity.
Graduate
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EDU 5443 - Directed Teaching in Bible
Credits: 6
This course allows students to apply principles and methods of teaching in an extended classroom experience of observation and teaching under the supervision of an experienced teacher. Regular personal conferences with the cooperating teacher and the university supervisor are required. A directed teaching fee is charged.
Prerequisite(s): Approval of professor.
Graduate
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EDU 5451 - Methods of Teaching Bible
Credits: 3
This course is a study of the methods of classroom instruction with specific application to using the Bible as the text. Preparation of material for teaching, including formulation of objectives; and preparing units and daily lesson plans is discussed.
Graduate
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EDU 5452 - Student Teaching Seminar: Bible Teaching
Credits: 3
This seminar is designed to prepare the student teacher in Bible for the directed teaching experience. Issues of being under supervision, managing the classroom, and evaluating student performance will be addressed.
Graduate
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EDU 5453 - Applied Methods Teaching Bible
Credits: 3
This course is a practical experience in and demonstration of principles and methods of teaching Bible. Students complete the preparation of an assigned unit for Directed Teaching in Bible.
Prerequisite(s): Admission to the MABT program or Program Director approval.
Graduate
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EDU 5481 - Online Instructional Design and Assessment
Credits: 3
This course will focus on the design and construction of online instruction and learning components. Topics include learning theory, instructional design, learner assessment, preliminary course planning from an outcome-based framework, student motivation and persistence, and communication. Developing connections, community, and a supportive culture will be explored and discussed.
Graduate
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EDU 5482 - Teaching Online Courses Effectively
Credits: 3
Instructors continue to be responsible for selecting or even designing online courses for students, yet many have not been trained or equipped to choose or develop effective instructional materials and interactive elements for the online environment. In developing effective online instructional materials several issues must be addressed which include available resources, ethics, copyright issues, learning styles, and management of online courses.
Graduate
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EDU 5483 - Learning Web Tools to Enhance Online Teaching and Learning
Credits: 3
Understanding of the 21st century learner and the learning environment should incorporate innovative instructional solutions to meet integrated educational goals within the online context. This course will explore multimedia technologies and tools both audio and video for online classroom use.
Graduate
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EDU 5484 - Utilizing Online Learning Management Systems
Credits: 3
Although a variety of Learning Management Systems (LMS) are used, it is important to understand and be able to use the different components of the system that has been chosen. Accessibility needs will be reviewed along with the concepts for successful utilization of an LMS.
Graduate
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EDU 5515 - Institutional Advancement
Credits: 3
Today’s administrator’s role encompasses more than overseeing day-to-day activities of a school. They must address such complex issues as fundraising, vision casting, and public relations. This course emphasizes the critical administrative processes that heads of schools must be able to effectively accomplish in order to develop and maintain a healthy school. Strategic planning, development and marketing, and financial accountability are explored in light of biblical principles. Applicatin of every strategy to actual cases helps the students to transfer theory into practice.
Graduate
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EDU 5525 - Law and Personnel
Credits: 3
This course looks at the Christian school administrator’s ethical and legal responsibility toward constituents, especially personnel. A broad knowledge of school law is essential for the administrator to make wise, data-enabled, decisions for the school. Embedded within the study of school law is the study of the principles and practices of effective personnel administration. Case studies are used to understand and apply legal issues affecting the entire school constituency. Biblical application of all principles and practices is a key focus.
Graduate
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EDU 5541 - Learning Environment and Classroom Management
Credits: 2
This course is designed to introduce a variety of class management models, with analysis and application emphases. Implications for both early childhood and elementary settings are studied. Classroom environmental arrangements; time management factors; children of diverse backgrounds and needs; mental-, emotional-, social- and/or physical differences; and preventive, supportive, and corrective discipline are addressed. Large and small group management and components of effective physical, social, emotional, and academic learning environments are examined. (2)
Prerequisite(s): Admission to the MAT program
Graduate
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EDU 5601 - Foundations of Reading
Credits: 3
Provides theoretical and research-based foundations for literacy and language development. Emphasis is placed on the relationship between literacy, language, and environment for effective instructional design.
Prerequisite(s): Admission to the MAT program OR Program Director Approval.
Graduate
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EDU 5602 - Reading and Writing in Content Area Early Child and Elem Teachers
Credits: 3
Surveys strategies to support reading and writing, integrating a variety of genres into the curriculum across all content areas. Emphasis is placed on instructional design addressing cultural and linguistic diversity.
Prerequisite(s): Admission to the MAT program OR Program Director Approval.
Graduate
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EDU 5603 - Instructional Practices for Literacy and Technology
Credits: 3
Emphasizes instructional strategies, technology, and curricular support for literacy development in reading and writing. A focus is placed on emergent literacy and addressing the diverse needs of learners. This course is part of the 12-credit hour South Carolina Read to Succeed requirement. (3)
Prerequisite(s): Admission to the MAT program OR Program Director Approval.
Graduate
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EDU 5604 - Methods of Teaching Math and STEM
Credits: 3
Surveys STEM (Science, Technology, Engineering, and Math) principles with a focus on math instruction. Emphasis is placed on designing developmentally appropriate, inquiry-based instruction for early childhood and elementary learners.
Prerequisite(s): Admission to the M.A.T. program OR program director approval.
Graduate
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EDU 5660 - Integrating the Enrichment Areas
Credits: 2
This course introduces the enrichment areas (visual arts, music, drama, and physical education), focusing on enriching learning environments and instructional design through developmentally appropriate practice for early childhood and elementary education. Students actively participate in learning activities involving the arts as they design and evaluate experiences that promote positive development and inter-disciplinary learning. Students learn the biblical basis for encouraging creativity through these enrichment areas.
Prerequisite(s): Admission to the M.A.T. program or program director approval.
Graduate
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EDU 5711 - Teaching Methods and Assessing the Young Child
Credits: 3
This course is designed to emphasize observation and multiple forms of assessment: connecting with children and families; implementing curriculum; and strategies, experiences, and tools for teaching and learning that promote quality experiences, appropriate materials and methods, and authentic assessment techniques that promote emergent literacy, mathematical thinking, problem solving, social/personal development, creativity, critical thinking, and learning through play and movement. Age-appropriate content areas, individualization, and integration are also addressed so that students can prepare, implement, and evaluate experiences that encourage constructive development and learning for all children. (3)
Graduate
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EDU 5721 - Integrating the Early Childhood Curriculum
Credits: 3
Students will study early childhood development and learning; family and community relationships; and early childhood curriculums, including the interdisciplinary, thematic approaches and the standards of the early childhood profession in order to understand the needs of the young child. Students will then be assisted in integrating their understandings to develop programs and partnerships, make informed decisions, use developmentally appropriate curriculum, materials, and methods, and create healthy and supportive environments for all children. (3)
Graduate
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EDU 5723 - Emergent Literacy in Early Childhood
Credits: 3
Helping students in the development of emergent literacy skills, which includes pre-reading, writing, and communication is necessary. This course will enable the educator to review developmentally appropriate methods to help students as they begin to use stories, songs, objects in learning to communicate with others through language and the written word. Letter recognition, identifying vocabulary, and exploration of books are a few concepts that will be addressed. (3)
Graduate
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EDU 5730 - Instructional Design and Assessment
Credits: 3
This course provides the theoretical and practical foundation for the design and management of instruction and for the use of formal and informal assessment strategies. The course provides the prospective teacher with opportunity to plan instructional units and to assess learning based on knowledge of subject matter, early childhood and elementary students, the community, and curricular goals. (3)
Prerequisite(s): Admission to the M.A.T. or M.Ed. program or program director approval.
Graduate
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EDU 5810 - Students with Diverse Needs
Credits: 2
This course will expose students to various areas of exceptionality including definitions, incidence, and educational needs. Regulations governing the education of the disabled, options of serving special needs, and the modification of regular classrooms to accommodate exceptional children will be studied.
Prerequisite(s): Admission to the M.A.T. program or Program Director approval.
Graduate
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EDU 5815 - Children in Poverty
Credits: 3
This course will address the nature and needs of children in poverty. Fundamental issues will be included, such as risk indicators, health issues, the hidden rules of poverty, the need for self-efficacy, and learned optimism. Family and community partnerships and curriculum design necessities will be addressed. This course is in keeping with a growing educational need, but also God’s heart for the poor, and children in particular.
Graduate
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EDU 5901 - Field Experience in Bible Teaching
Credits: 1
This course provides Bible teaching experience in a school setting and is required for all M.A. in Bible Teaching students. Bible Teaching faculty assign and supervise the Field Experience in Bible Teaching. Weekly lessons are prepared and taught under close supervision in order to prepare students for their directed student teaching.
Graduate
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EDU 5931 - Student Teaching with Seminar
Credits: 9
This course requires observation, participation, and extended classroom teaching in a school under the supervision of an experienced teacher. Regular interaction includes assistance and evaluation by the university supervisor and the cooperating teacher using the South Carolina standards including Expanded ADEPT (Assisting, Developing and Evaluating Professional Teaching) Performance Standards and the South Carolina Teaching Standards (SCTS 4.0) rubric related to classroom teaching. Clinical practice fee is required.
Prerequisite(s): Admission to the M.A.T program, completion of all required M.A.T. program requirements and Program Director approval.
Graduate
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EDU 5935 - Teacher Education Internship
Credits: 1
This internship provides opportunity for practical experiences in education. This may occur in an international or cross-cultural setting, or in North America. An internship fee is charged. (1-3) Note: cumulative/repeatable course, $100 internship fee for undergraduate in lieu of tuition
Graduate
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EDU 5975 - Evaluative Professional Practice for Teachers
Credits: 0
This course is required for degree and program completion. The course grade documents whether program assessments have been passed. Passing scores for program assessments must be submitted in order to receive a passing grade.
Prerequisite(s): Admission to the M.A.T. program. Repeatable.
Graduate
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EDU 6110 - Curriculum Development and Instruction
Credits: 3
This course is designed to assist students in developing and analyzing curriculum. Philosophies, theories, and strategies will be examined in planning and developing long- and short-range units. Principles of knowledge, aesthetics, and values are considered in light of teaching and learning.
Graduate
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EDU 6231 - History and Philosophy of Education
Credits: 3
This course surveys and analyzes the historical and philosophical ideas that guide educational theory and practice in schools today. The course focuses on the study of ideas and movements and their developmental effects on current educational settings in the United States. In addition, major consideration is given to Christian philosophical perspectives which are the foundation of Christian school education, with attention given to the goals of education, the nature of the learner and learning, the role of the teacher, and the content of curriculum as components of educational philosophy.
Graduate
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EDU 6425 - Supervision of Instruction
Credits: 3
This course will assist supervisory personnel in improving their ability to exercise effective supervision and evaluation principles. This improvement will be influenced by an understanding of biblical principles, a knowledge of related educational theory, and an opportunity to apply these principles and knowledge to specific supervisory problems and practices.
Graduate
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EDU 6480 - Professional Portfolio Development
Credits: 1
This course is designed for M.A.T. students who have successfully completed three years of teaching experience in an accredited public or private school. Under the direction of the M.A.T. program director, the student will prepare a professional portfolio to provide evidence of their professional competencies as outlined by South Carolina state standards. The evidence for competency will also include teaching evaluations, letters of reference, and artifacts from prior instructional experience.
Prerequisite(s): Program Director approval only.
Graduate
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EDU 6490 - Educational Research
Credits: 3
This course is designed to enable students to conduct and evaluate educational research. The instruction will emphasize the major principles, methods, and procedures of research as employed by students of education. Special emphasis is given to researching educational and administrative effectiveness in the school.
Graduate
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EDU 6610 - Differentiated Instruction
Credits: 3
This course addresses the concept of differentiation, which is the process of developing curriculum to meet the differing abilities of the students within one’s classroom. Class participants will examine, modify, and assess instruction from a biblical worldview to address readiness levels to evaluate students effectively to enhance learning.
Graduate
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EDU 6620 - Designing Instruction for Understanding
Credits: 3
The purpose of this course is to instruct teachers and administrators in the practice of using goals and/or standards to develop instruction. Students will be taught to examine learning concepts, to develop enduring understandings, and then to assess these understandings. Instruction and classroom activities then will be designed from the assessments. Biblical integration will be woven within the design process.
Graduate
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EDU 6901 - Authentic Professional Experience
Credits: 1 - 3
This course provides incremental field experience in a variety of diverse early childhood and elementary classroom settings. Observation of best practice models and innovative methodologies allows candidates the opportunity to see theory put into practice. There is particular focus on Expanded ADEPT (Assisting, Developing and Evaluating Professional Teaching) Performance Standards and the South Carolina Teaching Standards (SCTS 4.0) rubric related to classroom teaching. Length of the field experience will vary according to hours needed. A practicum fee is charged. This course is repeatable.
Prerequisite(s): Admission to M.A.T. program or program director approval.
Graduate
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EDU 6940 - Internship in Educational Administration
Credits: 2
This on-the-job experience enables the administration student to gain practical experience working alongside an experienced “mentor.” Opportunity is afforded to be a participant in the actual job of a school administrator.
Prerequisite(s): Program Director approval.
Graduate
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EDU 6950 - Faculty Directed Study in Education
Credits: 3
This course is available by special arrangement with instructor. Certain prerequisites may apply, as well as certain course fees and/or additional assessment expenses.
Prerequisite(s): Program director approval required.
Graduate
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EDU 7300 - Foundations for Curriculum
Credits: 3
This course will enable both teachers and administrators to use the Bible as their primary document for curriculum and instructional design. Students will learn to utilize basic hermeneutical principles when integrating faith and learning, design biblically-integrated instruction, write biblical standards and objectives, and teach Christian critical thinking and worldview. Products from the course will include a comprehensive list of biblical standards for education, a list of Christian critical thinking skills, a knowledge of models for biblical integration, and examples of integrated lessons.
Graduate
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EDU 7410 - Instructional Models and Strategies
Credits: 3
This course will explore the various models and strategies that will enhance student learning in the classroom. Students will examine the strengths and weaknesses of the various strategies, and then develop samples and assessments for effective classroom use.
Graduate
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EDU 9010 - Seminar in Core Values
Credits: 0
This online course introduces students to the place of core values in an educational institution by presenting CIU’s five core values of (1) Authority of Scripture; (2) Victorious Christian Living; (3) World Evangelization; (4) Evangelical Unity; and (5) Prayer and Faith. Presentations are given by different CIU faculty and administration members. (Satisfactory/unsatisfactory).
Prerequisite(s): Admission to the Ed.S. or Ph.D. program
Doctoral
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EDU 9200 - Historical and Philosophical Perspectives on Education
Credits: 3
This course surveys and analyzes the historical and philosophical ideas that guide educational theory and practice in schools today. The course focuses on the study of nations, leaders, ideas, and movements, and their developmental effects on current educational settings in the United States. In addition, Christian philosophical perspectives which are the foundation of Christian education are examined.
Prerequisite(s): Admission to the Ed.S. or Ph.D. program
Doctoral
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EDU 9300 - Foundations -Curriculum & Pedagogy
Credits: 3
This course will enable educators to use the Bible as their primary document for curriculum and instructional design. Students will learn to utilize basic hermeneutical principles when integrating faith and learning, design biblically-integrated instruction, write biblical standards and objectives, and teach Christian critical thinking and worldview. Products from the course will include a comprehensive list of biblical standards for education, a list of Christian critical thinking skills, a knowledge of models for biblical integration, and examples of integrated lessons. The course will utilize historical lectures (classic videos) from the International Institute for Christian School Educators. (3)
Prerequisite(s): Admission to the Ed.S. or Ph.D. program
Doctoral
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EDU 9310 - Curriculum Theory & Design
Credits: 3
This course provides theoretical frameworks for evaluating and developing effective courses of study in different educational settings. Curricular emphases throughout history, philosophies, theories, and strategies will be examined in planning and developing long- and short-range units. Included are such topics as curriculum theory, formation of educational goals, definition of educational content, formation of educational processes, and program development implementation.
Prerequisite(s): Admission to the Ed.S. or Ph.D. program
Doctoral
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EDU 9320 - Teaching and Learning Theory
Credits: 3
This course compares various pedagogical models and their accompanying assumptions about the nature of learning. At the same time, biblical perspectives on teaching and learning are integrated into an understanding of effective, differentiated instruction. Students will gain a deeper understanding of learning processess and their relevance in different educational and cultural settings.
Prerequisite(s): Admission to the Ed.S. or Ph.D. program
Doctoral
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EDU 9330 - Measurement & Assessment Theory
Credits: 3
This course examines important components of measurement and assessment theory as they relate to program development and student assessment on an institution-wide basis. (Offered on request; minimum of five students).
Prerequisite(s): Admission to the Ed.S. or Ph.D. program
Doctoral
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EDU 9340 - Spiritual Formation in Education Institutions
Credits: 3
This course studies biblical principles guiding spiritual development with particular application to students in different educational settings. It addresses the challenge of integrating head and heart, thinking and spiritual life, and intellectual work and prayer. Examples of philosophies and programs aimed at students’ spiritual growth are examined. Students synthesize learning into practical models for effective implementation in their institutions.
Prerequisite(s): Admission to the Ed.S. or Ph.D. program
Doctoral
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EDU 9350 - Models of Effective Instruction
Credits: 3
This course enables practitioners to explore various instructional strategies that reflect current best practice. Students will learn to implement instructional models and to provide training for others in the use of the models. Students will examine philosophies that underlie each model and will analyze them in light of biblical principles. (3)
Prerequisite(s): Admission to the Ed.S. or Ph.D. program
Graduate
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EDU 9380 - Instructional Design
Credits: 3
This course equips students with the skills to design and write curriculum. Basic instructional design theory principles will form the foundation for developing curriculum from the topic level to the course level. Skills acquired in this course will enable students to design courses for local use or for publication as textbooks. (3)
Prerequisite(s): Admission to the Ed.S. or Ph.D. program.
Graduate
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EDU 9510 - Leadership and Ethics
Credits: 3
Educational leadership, based on Judeo-Christian ethics and core values, is assessed and developed. An analysis of the biblical, historical, and contemporary leadership models of Steward Leadership provides the framework for personal leadership formation.
Prerequisite(s): Admission to the Ed.S. or Ph.D. program
Doctoral
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EDU 9515 - Leadership and Organizational Behavior
Credits: 3
This course examines the relationship dynamics which occur in organizations between leaders and followers, and between work groups in light of biblical principles. Attention is given to theories of effective leadership, motivation, decision-making, organizational change, and organizational systems, with applications in diverse and cross-cultural settings.
Prerequisite(s): Admission to the Ed.S. or Ph.D. program
Doctoral
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EDU 9520 - Leading, Developing, and Evaluating Faculty
Credits: 3
This course investigates the dynamics of developing instructional leadership in Christian schools that leads to lasting leadership principles and strategies, techniques of working with teachers, and focusing on growth in student learning.
Doctoral
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EDU 9525 - Principles of Organizational Team Building
Credits: 3
This course examines models and strategies for building team unity within organizations. Biblical principles, the role of leadership, new team development, inter-group relations, large group interventions, and goal setting are studied. (3)
Prerequisite(s): Admission to the Ed.S. or Ph.D. program
Doctoral
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EDU 9535 - Governance/Management in Education Institution
Credits: 3
This course examines the biblical foundations for policies, organizational structures, and relationships necessary for effective functioning of institutional governing boards, presidents/headmasters, and vice presidents/deans of educational institutions in various cultural contexts. Consideration is also given to the role of faculty in institutional and academic governance.
Prerequisite(s): Admission to the Ed.S. or Ph.D. program
Doctoral
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EDU 9540 - Models of Strategic Planning and Organizational Assessment
Credits: 3
This course examines various models for conducting strategic planning and for assessing the effectiveness of organizations in accomplishment of their missions. Special attention is given to linking mission, vision, goals, planning, budgeting, and assessment in Christian educational institutions.
Prerequisite(s): Admission to the Ed.S. or Ph.D. program
Doctoral
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EDU 9545 - Alternative Educational Delivery Systems
Credits: 3
Distance education offers an alternative way for students to learn. Today, teaching and learning online is a basic skill for both the teacher and the student. In this course, students will learn an ongoing course development process focusing on analysis, design, development, and evaluation. This process will be broadly applicable to online instruction as well as other means of content delivery. (3)
Prerequisite(s): Admission to the Ed.S. or Ph.D. program
Doctoral
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EDU 9550 - Educational Trends and the Law
Credits: 3
This course examines the philosophies and trends which have surfaced through court decisions and legislation relating to education in general, and private or sectarian education in particular. The implications for Christian school and university practice are reviewed.
Prerequisite(s): Admission to the Ed.S. or Ph.D. program
Doctoral
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EDU 9555 - Development/Finance-Education Institutions
Credits: 3
This course addresses various philosophies and approaches for building strong public relations programs and for generating capital growth. It also examines financial resource management concepts and analytical skills for generating principle-driven business decisions.
Prerequisite(s): Admission to the Ed.S. or Ph.D. program
Doctoral
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EDU 9605 - Praxis-Related Research
Credits: 3
This course will familiarize students with the basic knowledge and the skills required to conduct praxis-related research at the doctoral level. It first of all introduces to foundational issues of a theologically reflected theory of science. Furthermore, the course comprises a general introduction to literature based research and to empirical research. Students will learn how to develop a research design and they will be enabled to write a research outline that can serve as a basis for a future dissertation proposal.
Prerequisite(s): Admission to the Ph.D. program
Graduate
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EDU 9615 - Introduction to Educational Statistics
Credits: 3
This course is designed to introduce students to descriptive and inferential statistics and how these statistics are employed in conducting research studies.
Prerequisite(s): Admission to the Ph.D. program
Doctoral
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EDU 9616 - Advanced Education Statistics
Credits: 3
This course is designed to introduce students to multivariate statistical methods and how these statistics are employed in conducting research studies.
Prerequisite(s): Admission to the Ph.D. program and EDU 9615
Doctoral
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EDU 9617 - Quantitative Research
Credits: 3
This course equips students with the research tools required to design the study of a doctoral dissertation. It prepares students to select a topic, review literature, design a study, collect quantitative data, analyze and interpret quantitative data, and report and evaluate research. Emphasis is on quantitative studies including experimental, quasi-experimental, and correlational survey designs. (3)
Prerequisite(s): Admission to the Ph.D. program and EDU 9618
Doctoral
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EDU 9618 - Qualitative and Mixed Methods Research
Credits: 3
This course is designed to equip students to construct and implement qualitative research designs and conduct mixed methods research. The various types of qualitative and mixed method approaches are studied, as well as data collection and analysis methods. Students will be introduced to survey programs and qualitative data analysis programs.
Prerequisite(s): Admission to the Ph.D. program and EDU 9616.
Doctoral
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EDU 9690 - Qualifying Competencies
Credits: 0
To satisfy the requirements of this course, students must demonstrate “acceptable” competency in the key areas of the program. This will be accomplished as appropriate through the competencies that will be evaluated by faculty in accordance with procedures contained in the manuals. (Satisfactory/Unsatisfactory)
Prerequisite(s): Admission to the Ph.D. program and EDU 9617
Doctoral
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EDU 9701 - Doctoral Dissertation I
Credits: 3
In this course students will build on the work done in EDU 9617 to complete the first draft of the dissertation proposal. Students will work with the professor of EDU 9617 to produce their papers. This course may be repeated one (1) time.
Prerequisite(s): Admission to the Ph.D. program and EDU 9817.
Doctoral
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EDU 9702 - Doctoral Dissertation II
Credits: 3
In this course students will build on the work done in EDU 9617 to complete the first draft of the dissertation proposal. Students will work with the professor of EDU 9617 to produce their papers. This course may be repeated one (1) time.
Prerequisite(s): Admission to the Ph.D. program, EDU 9701
Doctoral
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EDU 9703 - Doctoral Dissertation III
Credits: 3
Students will register for this course in the semester immediately following successful completion of EDU 9702 . In this course the students will revise and edit the proposals to become dissertation documents (usually the first three chapters) and complete the requirements for candidacy (all classes completed, qualifying exams passed, portfolios passed, proposal approved). Students will repeat this course until reaching candidacy or program time limit is reached. Students are financially responsible for this course when it is repeated.
Prerequisite(s): Admission to the Ph.D. program and EDU 9702 .
Doctoral
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EDU 9704 - Doctoral Dissertation IV
Credits: 3
In this course candidates will complete, defend, and post for public access doctoral dissertations. Candidates will register for this course in the semester following successful completion of requirements for candidacy. Candidates will register for this course each semester (Fall and Spring; Summer if work is being done on dissertation) until edited dissertations are approved and posted to Dissertation Abstracts or program time limit is reached. Students are financially responsible for this course when it is repeated.
Prerequisite(s): Admission to the Ph.D. and EDU 9703 .
Doctoral
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EDU 9950 - Faculty Directed Study at the Doctoral Level
Credits: 1
This course is available by special arrangement with instructor. Certain prerequisites may apply and certain course fees and/or additional assessment expenses may be required.
Prerequisite(s): Ph.D. Program Director approval and admission to the Ed.S. or Ph.D. program.
Doctoral
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English |
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ENG 1000 - Basic Writing Skills
Credits: 1
In this course you will review basic writing skills and concepts of grammar closely linked to ENG 1110 , with particular emphasis on paragraph organization, sentence structure, and grammar usage. Students found to be deficient in English writing skills are required to take this course as a concurrent requirement to ENG 1110 . (For elective credit only. This course cannot be used for fulfillment of a major or for General Education requirements.)
Undergraduate
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ENG 1010 - College Writing and Research 1
Credits: 3
This course overviews the tasks and skills involved in writing formal essays. You will increase your writing proficiency step-by-step, accomplishing smaller goals that lead to the achievement of larger goals. You will thoroughly cover the mechanics of good English grammar with the goal of identifying your strengths and weaknesses. As a summative exercise, you will examine biblical examples of various types of writing. (3) Limited to online program students.
Undergraduate
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ENG 1020 - College Writing and Research 2
Credits: 3
This course builds upon the knowledge of writing and writing research skills you covered in ENG 1010 - College Writing and Research 1 . The course stresses intellectual and analytical reasoning and their contribution to good research and writing practices. Students continue to drill the mechanics of grammar and provide input for other student writers. As a summative exercise, students will examine examples of research and reasoning as they relate to and help us understand the biblical text. (3) Limited to online program students.
Prerequisite(s): ENG 1010 or equivalent
Undergraduate
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ENG 1110 - Composition and Research
Credits: 3
This course provides you an introduction to reaching well-reasoned conclusions based upon the most credible evidence available, skills fundamental to college writing but also for life as an educated adult. You will develop your abilities with modern academic library resources as evidenced through an annotated working bibliography, among other assignments. You will spend the majority of the course drafting and revising papers which demonstrate the effective use of secondary resources.
Undergraduate
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ENG 1111 - Literature and Research
Credits: 3
This is the second course designed to strengthen your critical thinking, reading, and writing skills-an important preparation for meeting the academic challenges of your educational career as well as for learning to participate in the world of ideas. This course serves as an introduction to the appreciation and analysis of literature in three genres: short fiction, poetry, and drama.
Prerequisite(s): ENG 1110
Undergraduate
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ENG 2131 - Fiction Writing
Credits: 3
This course will guide you into a deeper appreciation and practice of the art of fiction writing - particularly the writing of shorter fiction. Course material will progressively focus on each element of fiction and incorporate both revision and peer critique workshops. You will demonstrate your own ability to study and practice the craft by writing a variety of pieces of fictional writing and submitting a portfolio at the semester’s end. (3)
Prerequisite(s): ENG 1111
Undergraduate
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ENG 2132 - Poetry Writing
Credits: 3
This course will guide you into a deeper appreciation and practice of the art of poetry in the wide variety of forms that it has taken in the English language. Along with the study and practice of forms and techniques of poetry, each student will be encouraged to develop his or her own voice through poetry, creating a portfolio that includes a variety of verse composed and explicated during the course.
Prerequisite(s): ENG 1111
Undergraduate
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ENG 3135 - Creative Nonfiction
Credits: 3
In this course you will read and study essays written by a number of established storytellers and essayists and use these models to produce your own nonfictional narratives. Course work includes immersion in invention techniques such as free writing, clustering, listing, etc., practice with using vivid details and sensory language to develop a narrative, and experimentation with dialogue. A portfolio of finished works is required.
Prerequisite(s): ENG 1111
Undergraduate
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ENG 3210 - Literary Theory
Credits: 3
In this course you will study the major theories and theorists of the 20th and 21st centuries with special attention to each theory’s approach to interpreting literature. Course requirements include the completion of two papers connected with a major literary theory as well as demonstration of proficiency in library research.
Prerequisite(s): ENG 1111
Undergraduate
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ENG 3310 - American Literature: Beginnings to 1865
Credits: 3
IIn this first course on American literature, you will focus on the literary contributions of significant authors throughout the early history of what would become the United States of America, continuing to the mid-18th Century and the Civil War. You will read a variety of literature, paying particular attention to the expression and development of significant American values found within the works studied. (3)
Prerequisite(s): ENG 1111
Undergraduate
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ENG 3311 - American Literature II: 1865- Present
Credits: 3
The second part of American Literature begins with the study of the literary contributions of significant American authors from the early to mid-18th Century and continues in a survey format to the present. You will read a variety of literature - fiction, poetry, drama, and creative non-fiction - paying particular attention to the expression and development of significant American values found within the works studied.
Prerequisite(s): ENG 1111
Undergraduate
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ENG 3320 - African-American Literature
Credits: 3
This course provides you with a survey of African American literature from slavery to the present. Readings include poetry, essays, slave narratives, short stories and novels. A number of classic and contemporary texts will illustrate dominant themes in African American literature, examine the political and social climate surrounding the writing of such texts, and showcase the unique contribution of African-American writers to the American literary tradition.
Prerequisite(s): ENG 1111
Undergraduate
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ENG 3410 - Shakespeare
Credits: 3
Shakespeare is the most influential author in English literature. His plays continue to provide a popular living link to the past. In this survey you will study a selection (usually five) of his comedies, histories, and tragedies. You will also be introduced to a selection of his sonnets. We will give particular attention to the distinctive features of Shakespeare’s art and how his themes relate to a biblical worldview.
Prerequisite(s): ENG 1111
Undergraduate
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ENG 3530 - Literature and Intercultural Studies
Credits: 3
In this course you will study and practice engaging literature as a tool for effective cross-cultural communication. You will read translated works from other cultures and gain ability in discerning the world-view and values of the culture to which the works belong. You must complete an annotated working bibliography and do an analysis of a significant work from another culture to receive credit.
Prerequisite(s): ENG 1111
Undergraduate
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ENG 3610 - British Literature I: Medieval to Renaissance
Credits: 3
In the first part of this survey of literature from the British Isles you will study significant authors and works from the roughly eight centuries that separate England’s two greatest epic poems, Beowulf and Milton’s Paradise Lost.
Prerequisite(s): ENG 1111
Undergraduate
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ENG 3611 - British Literature II: Romanticism to Modernism
Credits: 3
In the second part of this survey of literature from the British Isles you will study significant authors and works from the Romantic, Victorian, and Modern periods. (Or, alternatively, the course may focus on one or two of these periods in greater detail.)
Prerequisite(s): ENG 1111
Undergraduate
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ENG 3810 - Professional Writing
Credits: 3
This course prepares students to write and produce the wide variety of workplace related documents typically required of writers by employers. Students will be challenged to develop a crisp and concise writing style through completion of short writing assignments, reports, and research projects. (3)
Prerequisite(s): ENG 1111
Undergraduate
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ENG 3950 - Faculty Directed Study in English
Credits: 3
A faculty member will direct your study as you pursue research in an area of specific interest.
Prerequisite(s): ENG 1111 , ENG 3210 , and permission of English faculty.
Undergraduate
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ENG 4400 - Practical Skill Development: in English
Credits: 1
Experiential learning requirements are defined by your program and assessed by the program faculty, providing opportunity for you as an upperclassman to gain competency and confidence in matters related to your future vocation. Tutoring, editing, classroom observation, aiding a teacher, or serving on the school paper or yearbook staff are examples of how you can meet this degree requirement. A minimum of 50 clock hours of direct experience is required for a unit of credit and advisor approval is required. (1-3) Repeatable as needed to achieve the required 3 hours.
Undergraduate
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ENG 4800 - Writer’s Portfolio
Credits: 3
This writing-intensive, workshop-based course requires students to draft and perfect a number of writing assignments in a variety of genres. Students will compile an electronic portfolio of their finished work suitable for submission to an editor or publisher.
Undergraduate
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